Torrance, H and Pryor, John (2009) The social construction of success and failure in classroom assessment in England. Problemy Wczesnej Edukacji, 9. pp. 19-34. ISSN 1734-1582

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Abstract

The 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.

Item Type:	Article
Schools and Departments:	School of Education and Social Work > Education
Related URLs:	Publisher
Depositing User:	John Pryor
Date Deposited:	06 Feb 2012 21:07
Last Modified:	31 Jul 2012 09:19
URI:	http://sro.sussex.ac.uk/id/eprint/29664

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