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One way to manage marking error, in a large-scale educational testing context, is to establish a mechanism through which appeals can be lodged. While, at one level, this seems to offer a straightforward technical solution to the problem of marking error, it can also result in unintended consequences, with political, social or educational ramifications. It is therefore important to monitor the operation of any appeal system, to determine how effectively it meets its objectives. The present paper was based on an evaluation of the system which operates for National Curriculum testing in England. Four underlying objectives were identified: the measurement objective, the political objective, the educational objective and the psychological objective. Although there is reason to believe that such goals can be achieved through appeal systems, there are major threats to achieving them, many of which appear to be inevitable. These threats are examined within the paper and implications for policy and practice are explored. [ABSTRACT FROM AUTHOR]

The paper depicts the changes that have taken place in the relationships between the state and local education authorities from the 1980s and in the freedom of the schools and the teaching profession to create and offer the curriculum. The changes are linked to a shift from the interactive to the idealist concepts of educational development. They are placed in the context of changes in assumptions about the role of local authorities and schools in sustaining democratic and professional roles and practices, and in the growth of what can be conceived of as the increasing development of a Compliance Society. [ABSTRACT FROM AUTHOR]

Introduces a series of articles on the educational policies of the British Labour Government from its assumption of power in May 1, 1997 to 2004. Early years of the Labour government's implementation of its educational policies; Developments in the various stages of schooling; Improvements to the special education curriculum.