Abstract
The monitoring of education systems to improve teaching and learning has not yielded the results expected in some countries. Two fundamental problems identified by Bennett and Gitomer (2009), for the situation in the United States, are firstly, that there are significant consequences for teachers should their classes perform poorly in system wide tests, and secondly that many current monitoring programmes have little educational value.
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Long, C., Dunne, T. (2017). Understanding Monitoring Systems in Different Contexts: A Focus on Curriculum Development, Teacher Agency and Monitoring Systems. In: Scherman, V., Bosker, R.J., Howie, S.J. (eds) Monitoring the Quality of Education in Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-453-4_3
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DOI: https://doi.org/10.1007/978-94-6300-453-4_3
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