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.
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
The social order of assessment, how assessment works in the world and how learning could be assessed
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
Discussions of ability and the assessment of students with special education needs as well as the role of inclusivity in assessment practice
Written by leading academics from University College Cork, the third volume in the successful Routledge Current Debates in Educational Psychology series is an essential read for researchers and postgraduate students in educational research and education psychology.
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viii | |
| Acknowledgements |
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ix | |
| Introduction: examining the social order of assessment |
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1 | (9) |
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1 Setting the boundaries in assessment: intersections of identity and value in personal spaces |
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10 | (19) |
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2 Assessment as public practice: international aspects of assessment and accountability |
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29 | (32) |
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3 Cultural scripts of assessment for practice: predictability, outcomes and life chances |
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61 | (5) |
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4 Junior cycle reform: the negotiated nature of assessment policy in Ireland |
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66 | (16) |
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5 Perspectives on social justice and assessment: testing, social class and opportunity to learn |
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82 | (21) |
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6 The assessment of pupils with special educational needs: giving effect to the principles of inclusivity in practice |
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103 | (28) |
| Conclusion: disrupting normative thinking on assessment |
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131 | (9) |
| Bibliography |
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140 | (19) |
| Index |
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159 | |
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 OSullivan 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.
