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ERIC Number: EJ1211809
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2000-4508
EISSN: N/A
Classroom Assessment and Education: Challenging the Assumptions of Socialisation and Instrumentality
Crossouard, Barbara
Education Inquiry, v3 n2 p187-199 2012
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A