380
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      scite_
       
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      What have the changes made to primary and secondary assessment frameworks since 2014 done to the 'London effect' in school performance?

      research-article
      , ,
      London Review of Education
      IOE Press
      LONDON, SCHOOLS, ASSESSMENT, ACCOUNTABILITY, EFFECTIVENESS
      Bookmark

            Abstract

            This article examines whether the so-called 'London effect', in which London's schools improved rapidly and outperformed the rest of England on key performance measures between 2003 and 2013, has persisted through the high levels of change that have continued to characterize the school system in England since 2013. Using detailed analysis of educational attainment data, its primary focus is on determining whether the introduction in 2014 of significant changes to the primary curriculum and the national assessment frameworks in both primary and secondary phases affected the performance of London's schools in 2016, when the first examinations were taken under the new assessment systems.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            15 November 2018
            : 16
            : 3
            : 491-506
            Article
            1474-8460(20181115)16:3L.491;1- s10.phd /ioep/clre/2018/00000016/00000003/art00010
            10.18546/LRE.16.3.10
            37150afd-85f0-4ab6-8647-beda03ff3477
            Copyright @ 2018
            History
            Categories
            ARTICLES: GENERAL

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            ASSESSMENT,SCHOOLS,LONDON,EFFECTIVENESS,ACCOUNTABILITY

            Comments

            Comment on this article