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Firestone, William A.; Fitz, John; Broadfoot, Patricia – American Educational Research Journal, 1999
Examines the implementation of educational assessment policy in the United States, England, and Wales from the perspectives of power, what educators need to learn, and legitimacy. Findings suggest that assessment policy is useful for promoting easily observable changes, but not for deep modifications of teaching practice. (SLD)
Descriptors: Educational Assessment, Educational Policy, Elementary Secondary Education, Foreign Countries