Assessment: Social Practice and Social Product

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9780415227834: Assessment: Social Practice and Social Product
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Assessment has become one of the most significant areas of interest in educational policy development, as well as the focus of complex political, economic and cultural expectations for change. Increasingly, governments worldwide have become aware that curricula and teachers can be indirectly controlled through programmes of assessment. Opponents of centralized systems of mass assessment claim they are ill-suited to the diverse and changing needs of learners and users of assessment. In this text, the UK and US writers take the reader beyond the obvious functions of assessment, and focus upon the roles it performs in the social structuring of society. They examine the myths and assumptions that underpin assessment and testing and draw attention to its cultural context. This collection is devoted explicitly to socio-cultural studies of assessment and attempts to map the terrain of some 30 years of study in the field. Chapters are organized thematically, with background text providing comparative perspectives, key issues and further reading. The book provides a wide-ranging, structured and accessible approach to the study of socio-cultural origins and impacts of assessment.

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'I recommend this book to all those interested in the wider social context of assessment. It goes beyond the 'sorting and ranking mind set' that dominates much of the assessment debate and challenges teachers, politicians, academics and parents to consider afresh some of the contested areas of assessment.' - Paul Weeden, Educational Review

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Published by Taylor Francis Ltd, United Kingdom (2000)
ISBN 10: 0415227836 ISBN 13: 9780415227834
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Book Description Taylor Francis Ltd, United Kingdom, 2000. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****.Assessment has become one of the most significant areas of interest in educational policy development, as well as the focus of complex political, economic and cultural expectations for change. Increasingly, governments worldwide have become aware that curricula and teachers can be indirectly controlled through programmes of assessment. Opponents of centralized systems of mass assessment claim they are ill-suited to the diverse and changing needs of learners and users of assessment. In this text, the UK and US writers take the reader beyond the obvious functions of assessment, and focus upon the roles it performs in the social structuring of society. They examine the myths and assumptions that underpin assessment and testing and draw attention to its cultural context. This collection is devoted explicitly to socio-cultural studies of assessment and attempts to map the terrain of some 30 years of study in the field. Chapters are organized thematically, with background text providing comparative perspectives, key issues and further reading. The book provides a wide-ranging, structured and accessible approach to the study of socio-cultural origins and impacts of assessment. Seller Inventory # AAV9780415227834

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Filer, Ann
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Published by Taylor Francis Ltd, United Kingdom (2000)
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Book Description Taylor Francis Ltd, United Kingdom, 2000. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****. Assessment has become one of the most significant areas of interest in educational policy development, as well as the focus of complex political, economic and cultural expectations for change. Increasingly, governments worldwide have become aware that curricula and teachers can be indirectly controlled through programmes of assessment. Opponents of centralized systems of mass assessment claim they are ill-suited to the diverse and changing needs of learners and users of assessment. In this text, the UK and US writers take the reader beyond the obvious functions of assessment, and focus upon the roles it performs in the social structuring of society. They examine the myths and assumptions that underpin assessment and testing and draw attention to its cultural context. This collection is devoted explicitly to socio-cultural studies of assessment and attempts to map the terrain of some 30 years of study in the field. Chapters are organized thematically, with background text providing comparative perspectives, key issues and further reading. The book provides a wide-ranging, structured and accessible approach to the study of socio-cultural origins and impacts of assessment. Seller Inventory # AAV9780415227834

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Book Description Routledge, 2018. Paperback. Condition: NEW. 9780415227834 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Print on Demand title, produced to the highest standard, and there would be a delay in dispatch of around 10 working days. For all enquiries, please contact Herb Tandree Philosophy Books directly - customer service is our primary goal. Seller Inventory # HTANDREE0255166

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Book Description RoutledgeFalmer. Condition: BRAND NEW. BRAND NEW Softcover-240pp - This title is now printed on demand - please allow 2-3 weeks added time for shipment - Extra shipping required as this ships via Fedex. A Brand New Quality Book from a Full-Time Bookshop in business since 1992!. Seller Inventory # 1969466

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Book Description Routledge, 2000. PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Seller Inventory # LQ-9780415227834

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Book Description Routledge, 2000. Paperback. Condition: Brand New. 1st edition. 240 pages. 9.25x6.25x0.75 inches. In Stock. Seller Inventory # __0415227836

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Book Description RoutledgeFalmer. Condition: BRAND NEW. BRAND NEW Softcover - This title is now printed on demand - please allow added time for shipment! A Brand New Quality Book from a Full-Time Veteran Owned Bookshop in business since 1992!. Seller Inventory # 3413289

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