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This paper addresses the question: How do teachers and school leaders respond to high stakes testing of pupils transitioning from primary to secondary school? It explores how a new test, the Level 6 test, operated with regard to primary/secondary school relationships in England. It draws on an analysis of qualitative interviews with teachers and school leaders in 20 primary schools that took part in the test, 40 school leaders that chose not to and 20 secondary-school leaders. Theoretical work on social boundaries is utilised to develop an argument that this test and its results acted as a boundary signifier, crystallising many of the tensions between primary and secondary schools. These tensions included the role of accountability regimes in requiring schools to demonstrate progress; narrowing of the curriculum and teaching to the test; and the extent to which test results can provide a true representation of pupil attainment. We conclude by suggesting the potential of the boundary signifier concept in relation to other tests at the primary/secondary boundary and other key transition points in education, and consider whether such tests can act as an ideal boundary object, serving to help overcome, rather than cement, barriers between schools. [ABSTRACT FROM PUBLISHER]

Curriculum and its associated assessment are at the heart of educational systems worldwide. In light of perceived national educational stagnation or decline, as well as of performance in international league tables such as Programme for International Student Assessment (PISA), countries have embarked on curriculum and assessment reforms. This is particularly true in England, where currently wholesale changes are being introduced throughout the system. The curriculum and qualification system in England privileges that which is tested over any other expression of knowledge, which leads teachers to concentrate on teaching what is assessed, either externally through examination papers or internally through coursework. In the summer of 2012, following curriculum and assessment reforms to General Certificate of Secondary Education (GCSE) qualifications, serious concerns were raised about the marking and awarding processes for GCSE English, culminating in legal action. Using that experience as an example of assessment policy and practice gone awry, this article explores the ramifications of rapid qualifications changes and posits that some of the problems that plagued GCSE English in 2012 could be repeated, albeit in different guises, after revised qualifications are introduced in 2015. [ABSTRACT FROM AUTHOR]

Assessment is widely considered to be the most significant issue affecting art and design practice at secondary level. The article begins with an historical overview of developments in and critiques of assessment procedures in England, Wales and Northern Ireland since the inception of GCSE examination. This is followed by a report of an attempt to carry out a systematic review of research on the impact of assessment on the art and design curriculum in secondary schools. Author conclusions and findings from eight studies subjected to in-depth analysis are discussed together with the implications of the review exercise for art education policy, practice and research. [ABSTRACT FROM AUTHOR]

This article focuses on testing for quasi-market forces in secondary education. The organization and quality of state education has been a recurring cause for concern in both Great Britain and the U.S. A prime reason for this concern is that poor schooling is believed to adversely affect productivity growth and international competitiveness. The quality of schooling, it is argued, is determined by the way in which education is provided and financed, and more generally by the way the education system is organized. Debate on the appropriate way of organizing the system has a long history, but in recent times can be traced to the work of few economists. These studies suggest that there are alternative ways of organizing education, ranging from complete centralization to a decentralized market-based approach. In a centralized system the state provides and finances education, one outcome of such a system being that there is little, if any, parental choice of schooling, and educational provision is highly standardized.' In contrast, the market-based approach is decentralized with complete freedom of choice and with each school having control over curriculum design and content. The outcome is a highly diversified educational provision.