Understanding Monitoring in the United Kingdom Context

Merrell, C.

doi:10.1007/978-94-6300-453-4_7

Understanding Monitoring in the United Kingdom Context

Merrell, C.

Authors

C. Merrell

Contributors

V. Scherman
Editor

R. Bosker
Editor

S.J. Howie
Editor

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