caa a22 4500 465757278 CHVBK 20180323111850.0 cr unu---uuuuu 170327e19900601xx s 000 0 eng 10.1007/BF01108249 doi (NATIONALLICENCE)springer-10.1007/BF01108249 Gipps Caroline Department of Curriculum Studies, University of London, Institute of Education, 20 Bedford Way, WC1H OAL, London, U.K. aut The social implications of national assessment [Elektronische Daten] [Caroline Gipps] This paper considers the implications of national assessment in the United Kingdom. The increased emphasis on competition and on differentiation of children, the consequences for pedagogy, the likelihood of raising standards of performance, and the difficulties of addressing bias in open-ended models of assessment are all discussed. Emphasizing the position of national assessment within the ERA, the paper concludes that the effect will be to control what is taught, to raise standards of performance on the assessment, and to emphasize inequalities in educational attainment, reflecting social inequalities. Human Sciences Press, Inc., 1990 The Urban Review Kluwer Academic Publishers-Human Sciences Press 22/2(1990-06-01), 145-159 0042-0972 22:2<145 1990 22 11256 https://doi.org/10.1007/BF01108249 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF01108249 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Gipps Caroline Department of Curriculum Studies, University of London, Institute of Education, 20 Bedford Way, WC1H OAL, London, U.K aut NATIONALLICENCE 773 0- The Urban Review Kluwer Academic Publishers-Human Sciences Press 22/2(1990-06-01), 145-159 0042-0972 22:2<145 1990 22 11256 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer