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Peer reviewedFreeland, Kent – International Journal of Social Education, 1992
Compares recent educational assessment policies of the United States and England. Asserts that the two nations are moving closer in their approach to educational assessment and student evaluation. Contends that U.S. social studies educators should follow closely the ramifications of national assessment in England. (CFR)
Descriptors: Achievement, British National Curriculum, Comparative Education, Educational Assessment
