|Published online: February 16, 2015||$US5.00|
One of the most important activities in the educational processes in any nation of the world is the evaluation and assessment of its students (William 2006, 283); the United Kingdom is no exception. If the United Kingdom is to flourish as a region in the days to come, it is very important to ensure that the techniques and tools used to evaluate pupils in both primary and secondary schools are effective in ensuring that learners are equipped with the basic competencies that they need to become productive and self-reliant members of society, not only in the United Kingdom but also on the international platform (Black & William 2009, 6). It is therefore very clear that in order for the levels of literacy and numeracy in the region to be improved, it is very important to ensure that learners are well taught and presented with the best support for learning (Newton 2010). Additionally, it is crucial to utilize evaluation techniques and tools that will give a clear picture of the progress of pupils in both primary and secondary schools (William 2006, 289). The issue of pupil evaluation and assessment is one of the most controversial issues in the educational system of the United Kingdom, as in other parts of the world (Stobart 2008).
|Keywords:||Evaluation, Assessment, Learning, UK, Education, Policies|
The International Journal of Educational Organization and Leadership, Volume 21, Issue 2, February 2015, pp.9-19. Article: Print (Spiral Bound). Published online: February 16, 2015 (Article: Electronic (PDF File; 491.315KB)).
Lecturer, Department of English, AAB College, Prishtina, Kosovo, Kosovo