- Coping with conflicting demands: student assessment in Dutch primary schools
- Studies in Educational Evaluation
- Volume | Issue number
- 28 | 2
- Pages (from-to)
- Number of pages
- Document type
- Faculty of Social and Behavioural Sciences (FMG)
- Research Institute of Child Development and Education (RICDE)
n the Netherlands, as in many other developed countries, the educational authorities are trying to strengthen their control of educational productivity. They want schools to adopt student assessment schemes, based on norm-referenced tests. A questionnaire was submitted to primary school teachers and principals in order to obtain a description of current assessment practices and opinions. It appears that Dutch teachers and principals make only limited use of norm-referenced tests. They prefer curriculum-embedded tests, which provide much more support for teaching and learning processes. Respondents consider accountancy purposes to be of secondary importance. Several recommendations specifically directed at educational officials are given in order to facilitate the introduction of a standards-based accountability system.
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library, or send a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.