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Classroom assessment and education: challenging the assumptions of socialisation and instrumentality

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posted on 2023-06-08, 20:18 authored by Barbara CrossouardBarbara Crossouard
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.

History

Publication status

  • Published

File Version

  • Published version

Journal

Education Inquiry

ISSN

2000-4508

Publisher

Co-action Publishing

Issue

2

Volume

3

Page range

187-199

Department affiliated with

  • Education Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2015-03-12

First Open Access (FOA) Date

2015-03-12

First Compliant Deposit (FCD) Date

2015-03-12

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