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Examinations and teaching

Scarth, John and Hammersley, Martyn (1988). Examinations and teaching. British Educational Research Journal, 14(3) pp. 231–249.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/0141192880140302
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Abstract

This article examines claims made about the influence of public examinations on teaching and reviews the empirical research in this area. The prevailing view among educationalists, teachers and researchers seems to be that public examinations encourage teaching that involves a high level of fact-transmission. Though there has been much debate about this issue, what little research there has been is inconclusive. We report the findings of a four year study of examinations and teaching. Using timings of teacher and pupil talk, we examine teaching on a range of different types of assessed and non-assessed courses. Strong claims cannot be made on the basis of our data, but our research does raise questions about the current orthodoxy that public examinations cause fact-transmission teaching

Item Type: Journal Article
Copyright Holders: 1988 BERA
ISSN: 1469-3518
Keywords: examinations; fact-transmission; teaching
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 20404
Depositing User: Users 9543 not found.
Date Deposited: 04 Mar 2010 11:27
Last Modified: 28 Jan 2014 13:49
URI: http://oro.open.ac.uk/id/eprint/20404
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