Assessment in Education: Principles, Policy & Practice vol:12 issue:3 pages:255-274
This paper describes the relationship between assessment practices and assessment policy and between general policy and assessment policy as teachers experience it in Belgian secondary schools in Flanders. Since the attainment targets of general, technical, and vocational education are different, this research explored whether teachers in the three forms of secondary education define these relationships differently. Our results enable us to argue that teachers in vocational education appear to have developed a different kind of assessment culture from the others, but the majority of the teachers still live in a testing culture, not in an assessment culture. Teachers in vocational education experience more student-oriented school policies than do teachers of technical education, but they do not differ from the teachers in general education. As far as achievement-oriented policy is concerned, there is a difference between teachers in vocational schools and the others. Nevertheless, quite a few teachers in the three forms of education that perceive a student-oriented policy perceive also an assessment policy, which is not the case for the teachers who perceive an achievement-oriented policy.