Literaturnachweis - Detailanzeige
Autor/inn/en | Curtin, Alicia; Cahill, Kevin; Hall, Kathy; O'Sullivan, Dan; Øzerk, Kamil |
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Titel | Assessment in practice. Explorations in identity, culture, policy and inclusion. |
Quelle | London; New York, NY: Routledge (2020), ix, 166 S. |
Reihe | Current debates in educational psychology. [3] |
Beigaben | Illustrationen |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 978-0-429-32661-5; 978-1-138-83240-4; 978-1-138-83242-8 |
Schlagwörter | Soziale Ungleichheit; Pädagogische Psychologie; Pädagogische Diagnostik; Testverfahren; Leistungsbeurteilung; Prüfung; Schülerleistung; Lernvoraussetzungen; Inklusion; Gerechtigkeit; Soziokulturelle Bedingung; Sonderpädagogischer Förderbedarf; Anerkennung; Benachteiligung; Bewertung; Irland |
Abstract | This book explores timely and important questions in relation to assessment. By examining the relationship between identity, culture, policy and inclusion, the book investigates the conflicted and fractured battleground of assessment, and challenges current and practiced understandings of assessment practice. The authors encourage the reader to reconceptualise assessment as a sociocultural practice. Each chapter studies a key theme in the understanding of assessment policy and practice from a sociocultural perspective and provides questions to prompt reflection on the key assessment concepts outlined in the book. Using culture as both a lens and analytic tool, the chapters examine topics such as (a) the social order of assessment, how assessment works in the world and how learning could be assessed, (b) perspectives on social justice and assessment, with a particular focus on social class and other potential inequalities on the experiences of assessment for young people, (c) discussions of ability and the assessment of students with special education needs as well as the role of inclusivity in assessment practice. (Verlag). Contents: Introduction: examining the social order of assessment: towards a sociocultural understanding of assessment policy and practice -- Setting the boundaries in assessment: intersections of identity and value in personal spaces -- Assessment as public practice: international aspects of assessment and accountability -- Cultural scripts of assessment for practice: predictability, outcomes and life chances -- Junior cycle reform: the negotiated nature of assessment policy in Ireland -- Perspectives on social justice and assessment: testing, social class and opportunity to learn -- The assessment of pupils with special educational needs: giving effect to the principles of inclusivity in practice -- Conclusion: disrupting normative thinking on assessment: new worlds and words for assessment. |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2020/3 |