Examined open-ended production tasks in higher level testing in French-as-a-second-language courses in the United Kingdom. The article studied the effect of teachers' linguistic background, training, experience, and ability on their marking of students' oral language tests; the reliability of marking criteria; and the validity of assessing…

Development of voluntary, national standards as the basis for educational reform has generated considerable debate about such standards' desirability and the enlarged federal role in education. Examines arguments for and against national standards; assumptions and misconceptions underlying this approach; political considerations; and issues of…

Describes the outcomes of the consultation phase of a curriculum development project in science education in Great Britain. Raises issues which remain to be addressed in the future, including how science contributes to preparation for the world of work, and definitions of content. (DDR)

Suggests that long-term project and performance-based tasks that meet the standards described in the Israeli English curriculum are the key to reviving students' interest in the English classroom. Provides a sample project and assessment rubrics. (Author/VWL)

Traces assessment trends in British education since 1983. Discusses the examination system recommended by the Secondary Examinations Council, reviews the documentation of achievement by means other than examinations, and outlines the introduction of the National Curriculum. Suggests that trends have made objectives clearer to students and have…

Describes how the Geographical Association in England and Wales established geography as a foundation subject in the National Curriculum in the Education Reform Act of 1988. Argues that it is important for geographers in higher education to make contributions to geography at the secondary level. (GG)

Focuses on changes in British education affecting teacher education and training, examining rhetoric and reality, politics, the structure of experience, staff perceptions, and organizational systems. Experiences at a teachers' college in northern England illustrate these changes in the context of the British National Curriculum. (SLD)

Notes the remarkable success of the astronomy component of the National Curriculum in England and Wales. Presents findings of a survey of children's astronomical beliefs, which are consistent with constructivist theory, and proposes the value of children's astronomy learning. Argues that a 1995 revision in the National Curriculum, which would…

This article explores factors underpinning the teaching of science to pupils with moderate and severe learning difficulties, as prescribed by England's National Curriculum. The article examines teachers' beliefs about the nature of learning difficulties and their role in enabling pupils to learn, teachers' beliefs about science and their teaching…

Reports on a study of the mathematical knowledge, strategies, and representations of 16 socially and ethnically diverse preschool children. Finds that the children bring a wide range of competencies that generally are more advanced than the curriculum content presented at that level. (CFR)

The national socialization of children through public schooling involves "dumbing children down" so they are unable to use democratic machinery and traditions to defend themselves against a managed society. This practice also eliminates local control of educational goals and practices, allowing families to be replaced by the hired voices…

Reports on the responses of headteachers and teachers in 570 primary schools in England and Wales to the introduction of the national curriculum in art. Finds that a significant majority of the respondents welcomed the national curriculum. (CFR)

Addresses effects of the (UK) Education Reform Act of 1988 on three linked components of outdoor education: outdoor pursuits, outdoor studies, and residential experience. Argues that curriculum changes completely fragment the cross-curricular value of outdoor education and fundamentally undermine the role of perhaps the most significant process of…

Examines the background to behavioral applications to children's learning. Provides a brief description of three approaches: task analysis, direct instruction, and precision teaching. Looks at assumptions of these approaches, their similarities, and their interrelationship during continuous assessment. Discusses the role of a behavioral approach…

Examined is the wide range of statements of attainment in the National Curriculum that start with the phrase "be able to." A categorization of these statements is used to provide signposts for effective teaching and learning. The implications for in-service work and assessment arising from this categorization are considered. (KR)