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The inspection by OFSTED's Initial Teacher Education and Training (ITET) team of courses of initial teacher education is high stakes. An unsatisfactory report can lead to course closure. Even a satisfactory report can lead to reductions in quota resulting in a spiral of decline in course viability. The high stakes nature of the inspection means that there has to be complete confidence in the level of validity and reliability of the inspection process. This paper presents an analysis of the complete cohort of published inspection reports of providers of secondary mathematics initial teacher education Post-graduate Certificate of Education (PGCE) courses carried out by the OFSTED ITET team in the period 1996-1998. The analysis demonstrates that there is considerable variation in the reports in terms of word length, how particular criteria seem to be applied and how judgements are expressed. With the complexity of the framework for inspection it is impossible, given the current model of inspection report, to properly distinguish between consistency of application and the loading given to any particular criterion. Attention to the transparency of the inspection process and to matters of validity and reliability is crucial if there is to be confidence in the inspection system.
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Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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