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Requirements in the UK, UK, France, Norway and other parts of Japan.

The United Kingdom, France, Norway and Japan across Japan seek to monitor the quality of primary school students learning at the national level, through national standards for assessing student achievement or on specific issues. In this way, countries** can also hold a school account. In some countries, national monitoring is assessed by a representative sample of students from a particular population.

In the UK, this system was used by APUs during the 80s of the 20th century, in favor of using generic as a national test for school performance. Regarding the purposes of accountability for monitoring and evaluation, the scale is quite different in the UK than in other countries included in this survey. While its curriculum and assessment system are still very different in the UK, Norway appears to have a national assessment and ranking list on the UK's policy convergence in terms of gradual convergence.

However, receiving significant attention to these in the UK and regions such as France, Japan, etc. The uniqueness of the assessment policy towards England is manifested in the following:

External, standard tests occur more frequently;

External, standard tests begin at a young age;

The results of external tests are published in the league table, and schools base their students on their success in the tests;

The test is'High risk';And.

Externally, the standardized test is accompanied by an obligation at the end of each critical stage of the summative teacher evaluation, the results of which are reported to the parents, and also in the second stage of study, ** the institution as well as the account used to keep the school.

In short, in contrast to the official assessment of the UK in the countries of our deliberations, it is very common, highly corresponding, and officialdom takes an objective picture of the actual quality of primary education in schools. Wales and Northern Ireland have significantly exercised the importance of recent reforms, making them now different from England (along with Scotland) and other European countries. What differentiates assessment policy in the UK is the degree to which it is used as a tool to control what is taught, b) how to improve teaching, and c) to encourage parents to use assessment information to choose the schools of their children.

All countries, including the UK, refer to the programs where they must address the importance of feedback to teaching and learning that are prominent for the purpose of supporting student learning and, regardless of their nature and form of assessment, are prominent.

There are students studying and hukou in a limited emphasis on self-examination and peer-reviewed or qualitative, prose descriptive learning environments in France and Japan. There is some evidence of this in Norway. In general UK policy explicitly recognises the role of learners in assessing business, giving them guidance materials, with a strong emphasis on what we commonly refer to'Assessment of learning'。

Northern Ireland and Wales have narrowed down the tests they use, and now, like Scottish Studies, prioritises assessment. The UK also emphasises the assessment of learning, but the focus is not derogated from in a summative test. An official policy document in the UK that provides guidance on how much to conduct such assessments on all parts of the teacher.

While the purpose of studying in the UK is to facilitate policy evaluation, the high risk of making the system accountable to the nature of the assessment may affect its potential benefits.