The use of behavioural objectives as a means of holding teachers to account for their students learning. Does this render student assessment ‘fit for purpose?’

European Journal of EducationVolume 53, Issue 2 p. 133-137 Thought Piece The use of behavioural objectives as a means of holding teachers to account for their students learning. Does this render student assessment ‘fit for purpose?’ John Elliott, Corresponding Author John Elliott john.elliott@uea.ac.uk School of Education and Lifelong Learning, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, United KingdomCorrespondence John Elliott, School of Education and Lifelong Learning, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, United Kingdom. Email: john.elliott@uea.ac.ukSearch for more papers by this author John Elliott, Corresponding Author John Elliott john.elliott@uea.ac.uk School of Education and Lifelong Learning, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, United KingdomCorrespondence John Elliott, School of Education and Lifelong Learning, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, United Kingdom. Email: john.elliott@uea.ac.ukSearch for more papers by this author First published: 30 April 2018 https://doi.org/10.1111/ejed.12272Citations: 4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume53, Issue2Special Issue: Are student assessments fit for their purposes?June 2018Pages 133-137 RelatedInformation