Crossouard, Barbara (2012) Classroom assessment and education: challenging the assumptions of socialisation and instrumentality. Education Inquiry, 3 (2). pp. 187-199. ISSN 2000-4508

Preview

PDF - Published Version Download (508kB) | Preview

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
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

View download statistics for this item

📧 Request an update