Assessment in Practice 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.
Assessment in Practice 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.
Alicia Curtin is a lecturer in the School of Education, University College Cork. She lectures and supervises students on the Cohort PhD, Masters in Education, Professional Master of Education, Sports Studies and Physical Education and BSc Science Education. She researches and publishes in the areas of assessment, learning, literacy and pedagogy from a sociocultural perspective. Kevin Cahill is a lecturer in the School of Education, University College Cork. He lectures across programmes in the school with responsibilities in the areas of inclusive education, sociology of education and pedagogy. He also researches, writes, and supervises doctoral students, across these areas of interest. Kathy Hall is Professor of Education in the School of Education, University College Cork. She has researched and published in the areas of learning, assessment, literacy and inclusion. She leads the cohort PhD programme in UCC. Dan O'Sullivan is a lecturer in the School of Education, University College Cork. He lectures on inclusion-related issues on a range of postgraduate programmes and engages in doctoral supervision. Kamil Özerk is Professor of Education at the University of Oslo and Sami University for Applied Sciences, Norway. His research interests are teaching and learning, curriculum development, educational counseling, bilingualism, reading and socio-emotional difficulties and autism.
Inhaltsangabe
Introduction: Examining the Social Order of Assessment: Towards a sociocultural understanding of assessment policy and practice Chapter One: Setting the Boundaries in Assessment: Intersections of identity and value in personal spaces Chapter Two: Assessment as Public Practice: International aspects of assessment and accountability Chapter Three: Cultural Scripts of Assessment for Practice: Predictability, outcomes and life chances Chapter Four: Junior Cycle Reform: The negotiated nature of assessment policy in Ireland Chapter Five: Perspectives on social justice and assessment: Testing, social class and opportunity to learn Chapter Six: 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
Introduction: Examining the Social Order of Assessment: Towards a sociocultural understanding of assessment policy and practice Chapter One: Setting the Boundaries in Assessment: Intersections of identity and value in personal spaces Chapter Two: Assessment as Public Practice: International aspects of assessment and accountability Chapter Three: Cultural Scripts of Assessment for Practice: Predictability, outcomes and life chances Chapter Four: Junior Cycle Reform: The negotiated nature of assessment policy in Ireland Chapter Five: Perspectives on social justice and assessment: Testing, social class and opportunity to learn Chapter Six: 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
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