Crossouard, Barbara (2012) Classroom assessment and education: challenging the assumptions of socialisation and instrumentality. Education Inquiry, 3 (2). pp. 187-199. ISSN 2000-4508
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Abstract
The opportunity offered by the Umea Symposium to probe the intersection of quality and assessment immediately brings into focus a wider issue – that of the quality of education which assessment aspires to support. Prompted by recent research into formative assessment in Scottish primary school contexts, the paper explores how formative assessment has become associated with an overly benign understanding of learning which misrecognises the possibility of undesirable learning and does not seem to address the inherently political nature of education. Having illuminated the potential inequities of formative assessment practices, the paper then asks what role formative assessment might play to support an understanding of education that is not simply about the transmission of traditional social norms, but also aspires to illuminate their social construction and their political nature.
Item Type: | Article |
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Keywords: | formative assessment, assessment for learning, sociology of assessment, assessment and identity construction |
Schools and Departments: | School of Education and Social Work > Education |
Subjects: | H Social Sciences L Education L Education > LB Theory and practice of education > LB2300 Higher education L Education > LB Theory and practice of education > LB2300 Higher education > LB2371 Graduate education |
Depositing User: | Pascale Fanning-Tichborne |
Date Deposited: | 12 Mar 2015 15:54 |
Last Modified: | 19 Mar 2017 18:29 |
URI: | http://srodev.sussex.ac.uk/id/eprint/53349 |
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