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FINAL PROJECT - Coggle Diagram
FINAL PROJECT
References
Stephen Ball – “The Teacher's Soul and the Terrors of Performativity”
The SATs Effect – More Than A Score
Making Progress: The Future of Assessment and Accountability in Primary Schools
UCL Discovery – Bradbury (2019), likely The Datafication of Primary Education
Gonzalez et al. – The influence of high-stakes testing on teacher self-efficacy and job-related stress
Google search – new school comparison ranking format 2026
“Taking off the shackles”: joy, freedom and gravitational pull of low-stakes curriculum innovation within a high-stakes assessment framework
Pratt & Atkinson – “How do some primary schools in England organise and implement the broader curriculum?”
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools
Eleanore Hargreaves
Safford – “Grammar tests, de facto policy and pedagogical coercion in England’s primary schools”
References
Jerrim et al. – SATs teacher anxiety
UCL Discovery – Bradbury (2019), likely The Datafication of Primary Education
Stephen Ball – “The Teacher's Soul and the Terrors of Performativity”
The SATs Effect – More Than A Score
Wong et al. – Too Stressed to Teach?
Gonzalez et al. – The influence of high-stakes testing on teacher self-efficacy and job-related stress
Bradbury, Braun & Quick – “Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools”
Perryman, J., & Calvert, G. (2020). What motivates people to teach, and why do they leave? Accountability, performativity and teacher retention. British Journal of Educational Studies, 68(1), 3–23.
richmond et al 2021
References
Assessment Reform Group – Nuffield Foundation
Norm-Referenced vs Criterion-Referenced Assessment – ClassTime
“Taking off the shackles”: joy, freedom and gravitational pull of low-stakes curriculum innovation within a high-stakes assessment framework
Making Progress: The Future of Assessment and Accountability in Primary Schools
Jerrim et al. – SATs teacher anxiety
Daisy Christodoulou – Making Good Progress? The Future of Assessment for Learning
UCL Discovery – Bradbury (2019), likely The Datafication of Primary Education
The SATs Effect – More Than A Score
Bradbury, Braun & Quick – “Intervention culture, grouping and triage: high-stakes tests and practices of division in English primary schools”
professional autonomy
Theme 3: Accountability pressures can influence what teachers teach, how they teach it, and how much freedom they have to respond to pupils.
curriculum coverage
workload stress
Theme 1: High stakes SATs can add pressure and workload, particularly around preparation and testing periods
formative vs summative
assessment practices
Theme 2: the purpose of assessment can shift from helping teachers to understand learning toward measuring/ accounting for attainment
SATs preperation