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ERIC Number: EJ1154670
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-5170
EISSN: N/A
Power and Assessment: A Genealogical Analysis of the CLASS
Gaches, Sonya; Hill, Diana
Journal of Curriculum and Pedagogy, v14 n2 p125-142 2017
The CLASS (classroom assessment scoring system) has become integrally linked with quality rating and improvement systems (QRIS) throughout the United States and other international locations. This relationship reinforces the neoliberal consumer-based perspectives of quality and devalues localized perspectives. This article challenges the notion of assessing quality in this manner and provides a genealogical analysis of the literature supporting the CLASS. The analysis focuses on three specific aspects of the CLASS research literature: the type of research used, how school success is defined, and the use of attachment theory in teacher-child relationships. The article also proposes further areas of study and analysis regarding the cultural appropriateness and international use of the assessment as well as questioning the line between research and marketing.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A