Wiliam D
Centre for Educational Studies, King's College, University of London.
Br J Educ Psychol. 1992 Nov;62 ( Pt 3):397-403. doi: 10.1111/j.2044-8279.1992.tb01032.x.
The assessment model adopted by the British Government for the reporting of attainment on the National Curriculum at the ages of 7, 11, 14 and 16 is examined, with particular reference to the nature of the levels defined. The rate of increase of spread of attainment within the cohort over time is shown to be of critical importance, particularly with respect to low-attaining students. A technique for deriving estimates of rates of spread from the norms provided with standardised tests is presented, and the estimates are found to be greater than the estimates of rate of increase of spread used in the formulation of the National Curriculum. Implications with respect to the current legal framework are drawn.
本文考查了英国政府采用的用于报告7岁、11岁、14岁和16岁学生在国家课程中学习成绩的评估模型，特别提及了所定义水平的性质。研究表明，随着时间推移，同一队列中学生成绩分布的增长速度至关重要，尤其是对于成绩较低的学生。本文提出了一种从标准化测试提供的常模中推导成绩分布增长率估计值的技术，并且发现这些估计值大于国家课程制定过程中所使用的成绩分布增长率估计值。同时还得出了与当前法律框架相关的影响。
