In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces extracts from books, key articles, salient research findings, major theoretical and practical contributions so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.
In a collection of her most influential work spanning nearly four decades, Patricia Broadfoot applies her trademark sociological and comparative perspective to empirical studies at every level of the educational system. From her classic long-term study of the impact of changing national assessment policies on pupils and teachers in the classrooms of England and France to her sustained championship of the need for a better understanding of the impact of assessment on learning, Broadfoot has consistently championed the need for a more developed sociological understanding of assessment. Broadfoots accessible writing offers insights that are as novel as they are important for the education of future generations.
This book allows readers to follow themes and strands across Patricia Broadfoots career and will be of interest to all followers of her work and any reader interested in the development of teaching, learning and assessment.
In a collection of her most influential work spanning nearly four decades, Patricia Broadfoot applies her trademark sociological and comparative perspective to empirical studies at every level of the educational system.
Preface Introduction Part 1 The rationality of judgement: understanding
educational assessment sociologically.
1. Competence, competition, content
and control: how assessment mediates the relationship between education and
society.
2. Selection, certification and control: meritocracy or social
reproduction? Part 2 Insights from comparing national education systems:
empirical studies of differences in the impact of assessment for system
control on teachers and pupils
3. Towards a focus on learning and culture:
time for a new approach to comparative education?
4. New forms of system
control: the power of assessment as a tool for accountability and
legitimation. 5.Using the comparative approach to understand teachers
priorities: the Bristaix study of English and French education.
6. Values,
understanding and power: mapping the impact of assessment policy changes on
teachers practice through the PACE project.
7. Comparing influences on pupil
achievement? Insights from the QUEST project.
8. Culture, context and policy:
new perspectives on learning from the ENCOMPASS study of pupils in England,
France and Denmark. Part 3 Assessment as a policy tool
9. Performativity
versus empowerment: how the assessment society is inhibiting the advent of
a learning society.
10. Assessment as a social technology: the
socio-cultural origins and implications of the standards agenda. Part 4
Anticipating the future: assessment for learning and the digital revolution.
11. Enter the assessment society: international trends and future
challenges.
12. Challenging the status quo: the potential of assessment for
learning.
13. Towards an Assessment Revolution? The potentially transforming
potential of computer-based assessment. Epilogue Postscript
Dr Patricia Broadfoot is Professor Emeritus of Sociology of Education at the University of Bristol, UK. She is a former Head of the School of Education, Dean of the Faculty of Social Sciences and Pro Vice Chancellor at the University of Bristol and was Vice Chancellor of the University of Gloucestershire, UK. She is a Fellow of the Academy of Social Sciences and was awarded the CBE for services to Social Science.
Daugiau apie elektronines knygas