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Inside the black box: Raising standards through classroom assessment (1998)
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| Venue: | Phi Delta Kappan |
| Citations: | 533 - 7 self |
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@ARTICLE{Black98insidethe,
author = {Paul Black and Dylan Wiliam},
title = {Inside the black box: Raising standards through classroom assessment},
journal = {Phi Delta Kappan},
year = {1998},
pages = {139--148}
}
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Abstract
Raising the standards of learning that are achieved through school education is an important national priority. Governments have been vigorous in the last ten years in making changes in pursuit of this aim. National curriculum testing, the development of the GCSE, league tables of school performance, initiatives to improve school planning and management, target setting, more frequent and thorough inspection; these are all means to the end. But the sum of all of these doesn’t add up to an effective policy because something is missing. Learning is driven by what teachers and pupils do in classrooms. Here, teachers have to manage complicated and demanding situations, channelling the personal, emotional and social pressures amongst a group of 30 or so youngsters in order to help them to learn now, and to become better learners in the future. Standards can only be raised if teachers can tackle this task more effectively—what is missing from the policies is any direct help with this task. In terms of systems engineering, present policy seems to treat the classroom as a bla k box. Certain inputs from the outside are fed in or make demands—pupils, teachers, other resources, management rules and requirements, parental anxieties, tests with pressures to
Keyphrases
raising standard classroom assessment black box school performance school education target setting system engineering important national priority thorough inspection certain input effective policy present policy direct help demand pupil management rule national curriculum testing school planning last ten year bla box league table parental anxiety social pressure
