Curriculum and Assessment

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Greenwood Publishing Group, 2001 - Education - 190 pages
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"Curriculum and Assessment" is the first volume of a new series International Perspectives on Curriculum. This edited book examines the relationship between curriculum, pedagogy and assessment, and, as with subsequent volumes, adopts a cross-sector and comparative approach. Contributors make reference to a number of important debates in the fields of curriculum and assessment: summative versus formative assessment; differentiation versus inclusion; psychometric versus holistic theorising; decontextualised versus contextualised assessment; symbol-processing versus situated learning approaches; integrated versus connected assessment; and high stakes versus low stakes assessment. The rationale for this volume is not to reach an agreement about assessment and curriculum frameworks, but to air the various debates referred to above and develop new frameworks for understanding these important issues.

This volume and the series is timely as administrators and policy-makers in different parts of the world have taken an increased interest in education, and as moves to centralise curriculum provision have gathered pace. This has in some cases driven a wedge between curriculum theory and curriculum practice, as policy-makers have developed and implemented proposals without referring to academic debates about these issues. It therefore is an important task to reassert the need to discuss and debate the curriculum in a critical manner before implementation occurs. This volume sets about that task, addressing policy-makers, administrators, teachers and the research community.

 

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Contents

Introduction
1
Formative Assessment and Curriculum Consequences
7
Differentiation and Assessment Mary Simpson
25
Pupil Assessment and Classroom Culture A Comparative Study of the Language of Assessment in England and France
41
Portfolio Assessment in Teacher Education
63
Examination Techniques Issues of Validity and Effects on Pupils Performance
83
Professional Doctorates and Assessment Issues
105
Scottish Perspectives on the Curriculum and Assessment
119
Conceptual Frameworks to Accommodate the Validation of Rapidly Changing Requirements for Assessments
143
An Overview of the Relationship Between Assessment and the Curriculum
165
Index
183
About the Editor and Contributors
187
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About the author (2001)

DAVID SCOTT is a Senior Lecturer in the Centre for Curriculum and Teaching Studies at the Open University in the United Kingdom. He has published widely in the fields of curriculum, assessment and research methodology. His most recent books include "Reading Educational Research and Literacy," "Realism and Educational Research: New Perspectives and Possibilities" and (with Robin Usher) "Researching Education." Data, Methods and Theory in Educational Enquiry. He is the current editor of "The Curriculum Journal.

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