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The social construction of success and failure in classroom assessment in England
journal contribution
posted on 2023-06-08, 08:54 authored by H Torrance, John PryorThe article addresses the question of how social class, still a major determinant of educational achievement in England, is manifested and realised in action at classroom level. The chapter draws on observation and interview data which were gathered in the course of two ESRC-sponsored research projects which the authors conducted in the late 1990s in England; projects designed to investigate how National Curriculum and Testing policy was being interpreted by teachers and how it was impacting on classroom practice. The research focussed on infant and primary schools (KS1 and KS2, ages 5-7 and 8-11) and set out to identify and describe how assessment is practised in these early years of schooling and how particular assessment 'events' or 'incidents' are accomplished. It also explores to what extent teachers and students share a common understanding of the nature and purpose of such events. Analyses is also made of how success and failure are constructed and perceived in the course of such events.
History
Publication status
- Published
Journal
Problemy Wczesnej EdukacjiISSN
1734-1582Publisher
POLSKIE TOWARZYSTWO PEDAGOGICZNE/Polish Society of TeachingVolume
9Page range
19-34Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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