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ERIC Number: ED442865
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
Assessment and Career in a Primary School.
Filer, Ann; Pollard, Andrew
This paper explores the ways in which social processes and taken-for-granted classroom practices influence the production of individual pupil performance, its assessment, and the interpretations of such judgments. The study is contextualized in the longitudinal parallel ethnographies of the Identity and Learning Programme, a collaborative program that originated in two urban elementary schools in England that is influenced by theories of symbolic interactionism. The findings presented here relate to the assessment phase of the overall program and focus around a model of questions concerning social influences on assessment. Key aspects of the model are presented and illustrated with examples from the case study that informed it. The overall model and the analysis give rise to the question of what is involved in a teacher "knowing" a child for assessment purposes. The case study of one pupil over the years of elementary school education illustrates the exploration of this question. (Contains 26 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)