Print Page   |   Contact Us   |   Sign In   |   Join or Create a Guest Account
Language assessment policies and practices in contexts of diversity: disclosing the tensions
Share |

Abstract

The Flemish education system has a unique position when it comes to the use of policy-driven standardized testing. Despite the long-standing constitutional autonomy of schools and given the absence of standardized tests, the debate around implementing standardized tests revives and is nourished by increasing international pressure and demands for accountability. This paper studies assessment policies and practices in Flanders primary education through 6 case studies, including observations, interviews with teachers, principals and pupils. The paper aims to bring together two dynamics. (1) At the classroom-level, tensions between the demands for more standardized tests and a wish to hold on to classroom-based assessment practices in a context of increasing diversity. (2) At the policy-level, tensions concerning potentially contradicting policy developments: on the one hand a policy for more inclusive education and on the other hand, based on accountability demands, the strive for more uniformity through the introduction of standardized tests.

Summary

This paper looks into assessment policies and practices in the context of primary education in Flanders. The paper discusses how different tensions appear at the level of the school and the classroom and against the background of an increasing political pressure for the use of standardized testing systems.

Membership Software Powered by YourMembership  ::  Legal