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ERIC Number: EJ501939
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0951-8398
Differentiation as an Interactional Consequence of Routine Classroom Testing.
Poole, Deborah
International Journal of Qualitative Studies in Education, v7 n1 p1-17 Jan-Mar 1994
Examines the function of schooling as constituted in the interactional sequences of routine testing events. Demonstrates that classroom testing represents a critical activity through which the grouping of students is accomplished. Suggests that the differentiation of both homogeneous and heterogeneous school populations is a necessary by-product of current testing practices. Notes the need for alternative models of assessment. (AA)
Publication Type: Opinion Papers; Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Journal availability: Taylor & Francis, Inc., 242 Cherry St., Philadelphia, PA 19106-1906. Taylor & Francis Ltd., Rankine Rd., Basingstoke, Hampshire RG24 8PR, England.