ERIC Number: EJ501939
Record Type: CIJE
Publication Date: 1994
Reference Count: 0
Differentiation as an Interactional Consequence of Routine Classroom Testing.
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)
Descriptors: Ability Grouping, Achievement Rating, Classroom Environment, Classroom Techniques, Curriculum Based Assessment, Educational Testing, Evaluation Criteria, Evaluation Methods, Informal Assessment, Performance Based Assessment, Student Evaluation, Teacher Expectations of Students, Teacher Student Relationship
Publication Type: Opinion Papers; Reports - Research; Journal Articles
Education Level: 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.