Understanding Monitoring in the United Kingdom Context

Merrell, C.

Abstract

This chapter provides an overview of the recent and current policies for assessing and monitoring pupils’ academic progress across the four countries of the UK; England, Northern Ireland, Scotland and Wales. It gives examples of the uses of the data at pupil, school and system levels and discusses some of the issues associated with these uses. Finally, a family of non-statutory large-scale monitoring systems, established by the Centre for Evaluation & Monitoring (CEM) at Durham University, England, and taken up by many schools as an alternative to nationally mandated schemes are presented. The uses of the information from CEM’s systems, in contrast to the data from statutory systems, are described.

Citation

Merrell, C. (2017). Understanding Monitoring in the United Kingdom Context. In V. Scherman, R. Bosker, & S. Howie (Eds.), Monitoring the quality of education in schools : examples of feedback into systems from developed and emerging economies (93-106). Springer Verlag. https://doi.org/10.1007/978-94-6300-453-4_7

• Publication Date: Jan 1, 2017
• Deposit Date: Nov 22, 2016
• Publicly Available Date: Nov 24, 2016
• Publisher: Springer Verlag
• Pages: 93-106
• Book Title: Monitoring the quality of education in schools : examples of feedback into systems from developed and emerging economies.
• Chapter Number: 7
• DOI: https://doi.org/10.1007/978-94-6300-453-4_7
• Public URL: https://durham-repository.worktribe.com/output/1641071