Download Assessement: Social Practice and Social Product by Ann Filer PDF

By Ann Filer

Evaluate has develop into essentially the most major parts of curiosity in academic coverage improvement, in addition to the point of interest of advanced political, monetary and cultural expectancies for switch. more and more, governments around the world became conscious that curricula and academics might be ultimately managed via programmes of review. competitors of centralized platforms of mass review declare they're ill-suited to the various and altering wishes of freshmen and clients of review. during this textual content, the united kingdom and US writers take the reader past the most obvious capabilities of evaluate, and concentration upon the jobs it plays within the social structuring of society. They study the myths and assumptions that underpin overview and checking out and draw realization to its cultural context. This assortment is dedicated explicitly to socio-cultural stories of evaluate and makes an attempt to map the terrain of a few 30 years of analysis within the box. Chapters are prepared thematically, with history textual content offering comparative views, key matters and additional interpreting. The publication offers a wide-ranging, based and available method of the learn of socio-cultural origins and affects of overview.

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As Elliott (1996:76) suggests, contemporary assessment policies have played a central role in ‘changing the rules which shape educational thought and practice. ’ To the extent that such voices are silenced, however, the likelihood of developing the type of educational institution that is needed to foster ‘lifelong learning for all’ is correspondingly reduced. In this chapter we have presented data that begin to suggest that the growing ‘performance’ orientation of English primary schools may lead to a substantial number of learners who are put off the business of learning at a relatively young age by the experience of failure.

Rather, we have entered an era in which the use of a particular application of assessment policy has led to a fundamental redefinition of the goals of education itself in terms of economic commodity values. As a result, it is becoming increasingly difficult for any of the players in the system even to articulate an alternative set of priorities, an alternative vision of desirable educational outcomes. As Elliott (1996:76) suggests, contemporary assessment policies have played a central role in ‘changing the rules which shape educational thought and practice.

As a result, it is becoming increasingly difficult for any of the players in the system even to articulate an alternative set of priorities, an alternative vision of desirable educational outcomes. As Elliott (1996:76) suggests, contemporary assessment policies have played a central role in ‘changing the rules which shape educational thought and practice. ’ To the extent that such voices are silenced, however, the likelihood of developing the type of educational institution that is needed to foster ‘lifelong learning for all’ is correspondingly reduced.

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