Knowledge, expertise and policy in the examinations crisis in England

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Oxford Review of Education Pub Date : 2023-02-01 DOI:10.1080/03054985.2022.2158071

J. Ozga, J. Baird, Luke Saville, M. Arnott, Niclas Hell

引用次数: 1

Abstract

ABSTRACT The Covid-19 pandemic suspended established practices that, in normal times, are seen as central to the functioning of education systems. For example, in England, school closures led to the cancellation of national examinations in 2020, and their attempted replacement with an algorithmic model. Following public outcry about what were seen as the unjust effects of the application of that model, there was a very public policy reversal, and examination grades were awarded on the basis of moderated teacher assessments or Centre Assessed Grades, resulting in substantial grade inflation. This paper draws on research that investigated the actors involved in examinations policy in this period and focuses especially on the sources of expertise and the kinds of knowledge that were mobilised - or not - in the decision to cancel examinations, to develop the algorithm and to revert to Centre Assessed Grades.

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英国考试危机中的知识、专业知识和政策

2019冠状病毒病大流行暂停了在正常情况下被视为教育系统运作核心的既定做法。例如，在英国，学校关闭导致2020年的国家考试取消，并试图用算法模型取而代之。在公众强烈抗议这种模式的应用所产生的不公正影响之后，政府出台了一项非常公开的政策逆转，考试成绩是根据温和的教师评估或中心评估成绩颁发的，导致成绩大幅膨胀。本文借鉴了调查这一时期参与考试政策的行为者的研究，并特别关注在决定取消考试、开发算法和恢复中心评估成绩时动员(或不动员)的专业知识的来源和知识种类。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

0.00%

发文量

期刊介绍： The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.