Assessment Social Practice and Social Product

Assessment  Social Practice and Social Product

In Assessment: Social Practice and Social Product, US and UK contributors look beyond the obvious functions of assessment and focus attention upon the roles it performs in the social structuring of society.

Author: Ann Filer

Publisher: Routledge

ISBN: 9781134586998

Category: Education

Page: 236

View: 316

In Assessment the writers take the reader beyond the obvious function of assessment and focus upon the roles it performs in the social structuring of society.
Categories: Education

Social World of Pupil Assessment

Social World of Pupil Assessment

A. (1993a) 'Contexts of assessment in a primary school classroom', British Educational Research Journal, 19(1). 95-107. Filer, A. (1993b) 'The assessment ... (2000) Assessment: Social Practice and Social Product. London: Falmer Press.

Author: Andrew Pollard

Publisher: A&C Black

ISBN: 9781847143969

Category: Education

Page: 178

View: 778

Defining Assessment in the widest possible way, ann Filer and Andrew Pollard have produced the most comprehensive ethnographic study of assessment ever attempted. Their case studies cover all of the most important questions concerning assessment. The findings, which are both profound and unsettling, have major implications for educational practice and policy - particularly on how supposedly objective assessment processes depend on their context and are vulnerable to both bias and distortion. In this colorful and reliable work, Filer and Pollard have provided the definitive study of assessment in the 5-11 age range.
Categories: Education

Student Perspectives on Assessment

Student Perspectives on Assessment

What Students Can Tell Us About Assessment for Learning Dennis M. McInerney, Gregory Arief D. Liem, Gavin T. L. Brown ... The impact of classroom evaluation practices on students. ... Assessment: Social practice and social product.

Author: Dennis M. McInerney

Publisher: IAP

ISBN: 9781607523543

Category: Education

Page: 339

View: 160

Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. However, how students themselves perceive assessments (both high-stakes qualifications and low-stakes monitoring) is not well understood. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience, understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroom practices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitatively interpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in this volume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate their own thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policy makers, teacher educators, and instructors as to how assessment for learning can be implemented.
Categories: Education

Social and Emotional Aspects of Learning

Social and Emotional Aspects of Learning

We have briefly reviewed assessment in terms of its historical evolution and its social consequence. ... A major source is Filer's (2000) edited collection, Assessment: Social Practice and Social Product, which identifies key themes ...

Author: Sanna Jarvela

Publisher: Elsevier

ISBN: 9780123814784

Category: Education

Page: 300

View: 738

Social and emotional aspects of schooling and the learning environment can dramatically affect one's attention, understanding, and memory for learning. This topic has been of increasing interest in both psychology and education, leading to an entire section being devoted to it in the third edition of the International Encyclopedia of Education. Thirty-three articles from the Encyclopedia form this concise reference which focuses on such topics as social and emotional development, anxiety in schools, effects of mood on motivation, peer learning, and friendship and social networks. Saves researchers time in summarizing in one place what is otherwise an interdisciplinary field in cognitive psychology, personality, sociology, and education Level of presentation focuses on critical research, leaving out the extraneous and focusing on need-to-know information Contains contributions from top international researchers in the field Makes MRW content affordable to individual researchers
Categories: Education

Assessment for Social Justice

Assessment for Social Justice

In A. Filer (Ed.), Assessment: Social Practice and Social Product (pp. 151–67). London and New York: Routledge Falmer. Jay, M. (1996). The Dialectical Imagination. Berkeley and Los Angeles: University of California Press.

Author: Jan McArthur

Publisher: Bloomsbury Publishing

ISBN: 9781474236058

Category: Education

Page: 232

View: 366

Assessment for Learning (AfL) has become an established idea within higher education, based on the evidence that assessment is one of the most powerful drivers of student learning and thus can be harnessed as a means to improve learning. Assessment for Social Justice looks at assessment in higher education through the lens of critical pedagogy and social justice, and offers new insights to both fields of enquiry. The starting premise, adopted from AfL, is that the way in which we form and practice assessment can and should influence the social justice outcomes of higher education. Looking at a number of different theories of social justice, Jan McArthur explores how alternative theories provide the foundations for different types of assessment practice. The theories explored include the works of John Rawls, Theodor Adorno, Amartya Sen, Martha Nussbaum, Nancy Fraser and Axel Honneth. McArthur then explores different examples of assessment and how these embody, or constrain, alternative theories of social justice. She provides a theoretically rigorous understanding of assessment as a social practice, and as a vehicle both for and against social justice. Assessment for social justice is explored in two complementary ways - the justice of assessment within higher education, and assessments that promote greater social justice - and in doing so this book contributes to ongoing debates about the nature and purposes of higher education.
Categories: Education

Education Reform and the State

Education  Reform and the State

Berlak, H. (2000) 'Cultural politics, the science of assessment and democratic renewal of public education', in A. Filer (ed.) Assessment, Social Practice and Social Product, London: Falmer. Black, P. and Wiliam, D. (1998) 'Assessment ...

Author: John Furlong

Publisher: Routledge

ISBN: 9781134558438

Category: Education

Page: 281

View: 201

The last quarter of the twentieth century was a very important period in history of education. Beginning with the so-called 'Great Debate', the period witnessed intense public and political interest in educational issues, culminating in an almost unprecedented amount of education-related legislation, the most symbolic of which was the Education Reform Act of 1988. Some scholars have rightly claimed that the education system was 'transformed' during this period, pointing to major changes in the ways in which schools, further education colleges and universities were organised, managed and controlled. Others have claimed that these changes altered the power relationships which had underpinned the education system since 1944. Given the sheer scale and pace of the education-policy related reforms of this period, this edited collection brings together some of the leading scholars in education to reflect on the major legislative and structural changes in education over the past few decades. Published in the year of the twenty-fifth anniversary of Callaghan's Ruskin College speech in 1976, it provides a definitive contemporary history of education policy in the late twentieth century. The editors bring together some of the leading educationalists to reflect on the major legislative and structural changes in the field over the last twenty five years. The book will be of use to education students on undergraduate and postgraduate courses, as well as students and academics working in social policy.
Categories: Education

The Sociology of Assessment Comparative and Policy Perspectives

The Sociology of Assessment  Comparative and Policy Perspectives

Assessment: Social Practice and Social Product. London: Falmer Press. Introduction The changing focuses of English education policy in the 1990s can be seen as a reflection of the complexities arising from the postmodern challenge to ...

Author: Patricia Broadfoot

Publisher: Routledge

ISBN: 9780429557675

Category: Education

Page: 370

View: 302

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. Broadfoot’s 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 Broadfoot’s career and will be of interest to all followers of her work and any reader interested in the development of teaching, learning and assessment.
Categories: Education

Exploring Key Issues in Education

Exploring Key Issues in Education

Assessment Social Practice and Social Product, London: RoutledgeFalmer. Curtis, P. (2008) 'Pressure intensifies to cut school tests', Guardian, 10 May, http://education.guardian.co.uk/sats [accessed 10 May 2008] ...

Author: Derek Kassem

Publisher: A&C Black

ISBN: 9781847060846

Category: Education

Page: 195

View: 702

A key textbook for Education Studies providing an insight into some of the issues and dilemmas faced by education in the UK and internationally.
Categories: Education

Reflective Practice for Teachers

Reflective Practice for Teachers

Retrieved from: www.ccsso.org/Resources/Publications/Performance Counts Assessment Systems that Support High Quality Learni (accessed 5 January 2017). ... Filer, A. (2002) Assessment: Social Practice and Social Product.

Author: Maura Sellars

Publisher: SAGE

ISBN: 9781526415271

Category: Education

Page: 312

View: 439

Reflective Practice for Teachers explores a range of key issues that you will need to engage with during your teacher preparation and early career in the classroom in order to deepen your understanding of teaching practice. Case studies and ‘What does this mean for you?’ boxes in every chapter take ideas from research and show how they can apply to the real world of teaching. This second edition has been updated with: a new chapter on assessment extended discussion of metacognition in the classroom critical perspective on what we really know about brain-based learning further coverage models of reflective practice
Categories: Education

Becoming A Researcher A Research Companion For The Social Sciences

Becoming A Researcher  A Research Companion For The Social Sciences

Mullard, M. and Spicker, P. (1998) Social Policy in a Changing Society. London: Routledge. ... Pryor, J. (2004) Formative assessment, the Internet and Academic Identity. ... Assessment: Social Practice and Social Product.

Author: Dunne, Mairead

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335213948

Category: Education

Page: 207

View: 363

This innovative book combines what most books separate: research as practical activity and research as intellectual engagement. It clarifies and makes explicit the methodological issues that underlie the journey from initial research idea to the finished report and beyond. The text moves the researcher logically through the research process and provides insights into methodology through an in-depth discussion of methods. It presents the research process as an engagement with text. This theme moves through the construction of text in the form of data and the deconstruction of text in analysis. Finally the focus moves to the reconstruction of text through the re-presentation of the research in the report. Following through each of these stages in turn, the chapters consider either a practical issue or a group of methods and interrogate the associated methodological concerns. In addition, the book also addresses the rarely explored issues of the researcher as writer and researcher identity as core elements of the research process. The book provides a range of insights and original perspectives. These successfully combine practical guidance with the invitation to consider the problematic nature of research as social practice. It is an ideal reference for those embarking on research for the first time and provides a new methodological agenda for established researchers.
Categories: Education