education in Japan is considered to be very successful in international tests, so some countries, including England, try to imitate some of its practices. (Smith and Gorard, 2012), These include:
a centralised approach to controlling the curriculum
summative assessment (formal test results) rather than formative assessment (individual achievement based on informal assessment).
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English pupils felt teachers allocated more time to peers who needed additional support to make progress.
This study shows that children are also able to make suggestions to improve practice that supports the progress of learners.