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dc.contributor.authorGipps, Caroline
dc.date.accessioned2008-05-22T11:13:23Z
dc.date.available2008-05-22T11:13:23Z
dc.date.issued2005
dc.identifier.citationIn: Dwyer, C.A. (Ed.), Measurement and Research in the Accountability Era, 99-111.
dc.identifier.isbn0805853308
dc.identifier.urihttp://hdl.handle.net/2436/27554
dc.description.abstractThis chapter comes from an invited keynote address to an international conference organised by Educational Testing Services, USA. It builds on the author’s research over a 10-year period on national curriculum assessment and the impact of a “punitive” accountability testing régime on teachers’ practice and view of their professionalism. The analysis, whilst developed in an English context, has significance for the US scene.
dc.language.isoen
dc.publisherNew Jersey: Laurence Erlbaum Associates
dc.relation.urlhttp://www.routledge.com/shopping_cart/products/product_detail.asp?curTab=DESCRIPTION&id=&isbn=0805853308&pc
dc.titleAccountability testing and the implications for teacher professionalism
dc.title.alternativeMeasurement and Research in the Accountability Era
dc.typeChapter in book
html.description.abstractThis chapter comes from an invited keynote address to an international conference organised by Educational Testing Services, USA. It builds on the author’s research over a 10-year period on national curriculum assessment and the impact of a “punitive” accountability testing régime on teachers’ practice and view of their professionalism. The analysis, whilst developed in an English context, has significance for the US scene.


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