Cognitive, Semantic and Social Dissonances into Assessment
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The concept of assessment is multifaceted in its nature as Victori a Trif states. This book explores the mental map of the assessment from the vantage point of multiliteracies: evaluation, linguistics, communication, educational psychology, curriculum, classroom management, learning, etc. Conceptual architecture of the book suggests that the key question of assessment is related to postcolonialism and to cognitive, semantic and social dissonances. This is central to the whole approach because the assessment meanings are interpreted in a multilevel system. In recent years, the epistemology of t...
The concept of assessment is multifaceted in its nature as Victori a Trif states. This book explores the mental map of the assessment from the vantage point of multiliteracies: evaluation, linguistics, communication, educational psychology, curriculum, classroom management, learning, etc. Conceptual architecture of the book suggests that the key question of assessment is related to postcolonialism and to cognitive, semantic and social dissonances. This is central to the whole approach because the assessment meanings are interpreted in a multilevel system. In recent years, the epistemology of the assessment indicates the sharing of knowledge under different trends and the book is a reach source of meanings, theories and practices. A fresh these take into account the moral agency and the social dissonance involved in errors of assessment. In fact, social dissonance could be considered an important contribution of the author to the research, an innovation as well as an authentic element of the assessment involved in educational practice. The book is needed as a pragmatic answer to new worst assessment practices.
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