| Description |
1 online resource (177 pages) |
| Series |
Current Debates in Educational Psychology Ser |
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Current Debates in Educational Psychology Ser
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| Contents |
Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of illustrations; Acknowledgements; Introduction: examining the social order of assessment; Introduction; The individual and the collective as constitutive; Thinking about assessment with the tools and institutions of culture; Engaging with assessment worlds; Our story of assessment; 1. Setting the boundaries in assessment: intersections of identity and value in personal spaces; Introduction; Assessment as setting: a space for negotiating value |
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Assessment as identity: 'There's no point in knowing about stuff that's not going to come up in exams'Revisiting assessment spaces: boundaries as learning assets; Partners in assessment practice: teacher identity, innovation and integrity; What does this mean for our understanding of assessment?; Conclusion; Questions; 2. Assessment as public practice: international aspects of assessment and accountability; Introduction; Assessment and accountability in England; Other parts of the UK; Key comparator social order messages; Assessment and accountability in Germany |
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Assessment and accountability in FinlandAssessment and accountability in California; Assessment and accountability in Victoria; Cross-case comparison of social order messages and conclusion; Questions; 3. Cultural scripts of assessment for practice: predictability, outcomes and life chances; Introduction; Cultural scripts of assessment; Conclusion; Question/task; 4. Junior cycle reform: the negotiated nature of assessment policy in Ireland; A brief history of reform; Mirror, mirror on the wall, who is the fairest of them all?; The case of junior cycle English; Prompts for discussion |
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5. Perspectives on social justice and assessment: testing, social class and opportunity to learnIntroduction; What is social justice?; How does social justice impact upon assessment?; What do we mean by fairness in assessment?; School league tables, assessment and social justice; The entrance assessment; An experience of assessment in a streamed setting; Conclusion; Prompts for discussion; 6. The assessment of pupils with special educational needs: giving effect to the principles of inclusivity in practice.; Introduction; Assessing special educational needs; Conceptualisations of assessment |
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Psycho-medical conceptualisation of assessmentTeacher-administered norm-referenced tests; Assessing for accountability purposes; Disproportionality: a convoluted, labyrinthine; Questioning psycho-medical principles; Inclusive education; Sociocultural-informed assessment approaches; Biopsychosocial conceptualisation of special educational needs assessment; Three Wengerian concepts: illuminating inclusive assessment values; Enhancing inclusivity through conceptually-informed assessment practices; Response to Intervention (RTI): interrupting failure and progressing success |
| Notes |
Broadening assessment outcome criteria |
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Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force. WlAbNL |
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Print version record |
| Form |
Electronic book
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| Author |
Cahill, Kevin
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Hall, Kathy
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O'Sullivan, Dan
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Özerk, Kamil
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| ISBN |
9781000617481 |
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1000617483 |
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9781000627466 |
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1000627462 |
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