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Thinking Out of the Exams Box: assessment through talk?
作者：VALERIE COULTAS
来源：[J].FORUM, 2017, Vol.59 (2), pp.201-206Symposium
摘要：This article examines the abandonment of talk-based assessment in favour of written exams, even when writing results in less valid assessment. It points to substantial experience of assessment through talk in English and media studies and points to its potential use in other subj...
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    The Historical and Philosophical Foundations of Conservative Educational Policy
    作者：JAMES PERCIVAL
    来源：[J].FORUM, 2017, Vol.59 (2), pp.273-280Symposium
    摘要：Contemporary Conservative education policy may seem to be hastily formulated and executed, but, it is arguably founded on deeply held ideological beliefs. By briefly examining the history of the British Conservative party and its complex formation and disparate ideological tradit...
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      Governing by Numbers: local effects on students' experiences of writing
      作者：NERIDA SPINA
      来源：[J].FORUM, 2017, Vol.59 (2), pp.197-200Symposium
      摘要：This article is an extract from a longer research article originally published in the journal English in Education. It describes a parallel situation in Australia where high-stakes assessment led to stereotyped writing, endless test practice and widespread student disengagement.
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        Loris Malaguzzi, Reggio Emilia and Democratic Alternatives to Early Childhood Education Assessment
        作者：GUY ROBERTS-HOLMES
        来源：[J].FORUM, 2017, Vol.59 (2), pp.159-168Symposium
        摘要：This article responds to the dangers arising from baseline assessment in reception classes. It contrasts predictive testing which claims to ascertain each child's ability and potential with the processes of observation, documentation and discussion developed in Reggio Emilia. It ...
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          Some Modest Proposals
          作者：TERRY WRIGLEY
          来源：[J].FORUM, 2017, Vol.59 (2), pp.141-144Symposium
          摘要：This text represents two extracts from a submission to the House of Commons Select Committee's investigation into primary school tests. The first part is a critique of the 2016 tests, particularly the Reading and Grammar tests for 11-year-olds and also the highly regulated 'teach...
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            Revisiting and Recovering an Educational Approach to School Inspection
            作者：COLIN RICHARDS
            来源：[J].FORUM, 2017, Vol.59 (2), pp.253-258Symposium
            摘要：The appointment of a new chief inspector from January 2017 offers the opportunity to re-set the relationship between Ofsted and the teaching profession. Both inspectors and teachers need to readjust their mindsets, if inspection is to be seen as developmental and principled rathe...
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              The Grass Roots Speak
              作者：JOHN COE
              来源：[J].FORUM, 2017, Vol.59 (2), pp.237-240Symposium
              摘要：This article reflects, and encourages, the growth of grass-roots revolt to bring about change in an assessment system which systematically undermines real education.
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                Assessing Primary Literacy through Grammar Tests
                作者：JOHN HODGSON
                来源：[J].FORUM, 2017, Vol.59 (2), pp.189-190Symposium
                摘要：Originally an editorial for English in Education, this short article summarises key issues in the imposition of a separate test for grammar, punctuation and spelling. It illustrates the poor foundations, lack of clarity and distortion of curriculum which invalidate the test.
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                  Assessing the Humanities in the Primary School Using a Portfolio-based Approach
                  作者：TONY EAUDE
                  来源：[J].FORUM, 2017, Vol.59 (2), pp.217-222Symposium
                  摘要：This article suggests that a portfolio-based approach to assessing the humanities in the primary school is appropriate and outlines what this might involve. It argues for a broad interpretation of 'the humanities' and for adopting principles associated with formative assessment, ...
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                    Homo Sapiens 1.0: human development and policy construction
                    作者：PAM JARVIS
                    来源：[J].FORUM, 2017, Vol.59 (2), pp.153-158Symposium
                    摘要：Nearly a century of psychological research and recent advances in neuropsychology suggest that there is a 'learning to learn' stage in early childhood, during which children need to create the foundations of human cognition, which relies upon the ability to logically categor...
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