The Sociology of Assessment: Comparative and Policy Perspectives
Routledge (Verlag)
978-0-367-20630-7 (ISBN)
In a collection of her most influential work spanning nearly four decades, Patricia Broadfoot applies her trademark sociological and comparative perspective to empirical studies at every level of the educational system. From her classic long-term study of the impact of changing national assessment policies on pupils and teachers in the classrooms of England and France to her sustained championship of the need for a better understanding of the impact of assessment on learning, Broadfoot has consistently championed the need for a more developed sociological understanding of assessment. Broadfoot’s accessible writing offers insights that are as novel as they are important for the education of future generations.
This book allows readers to follow themes and strands across Patricia Broadfoot’s career and will be of interest to all followers of her work and any reader interested in the development of teaching, learning and assessment.
Dr Patricia Broadfoot is Professor Emeritus of Sociology of Education at the University of Bristol, UK. She is a former Head of the School of Education, Dean of the Faculty of Social Sciences and Pro Vice Chancellor at the University of Bristol and was Vice Chancellor of the University of Gloucestershire, UK. She is a Fellow of the Academy of Social Sciences and was awarded the CBE for services to Social Science.
Preface Introduction Part 1 The rationality of judgement: understanding educational assessment sociologically. 1. Competence, competition, content and control: how assessment mediates the relationship between education and society. 2. Selection, certification and control: meritocracy or social reproduction? Part 2 Insights from comparing national education systems: empirical studies of differences in the impact of assessment for system control on teachers and pupils 3. Towards a focus on learning and culture: time for a new approach to comparative education? 4. New forms of system control: the power of assessment as a tool for accountability and legitimation. 5.Using the comparative approach to understand teachers’ priorities: the ‘Bristaix study of English and French education. 6. Values, understanding and power: mapping the impact of assessment policy changes on teachers’ practice through the PACE project. 7. Comparing influences on pupil achievement? Insights from the QUEST project. 8. Culture, context and policy: new perspectives on learning from the ENCOMPASS study of pupils in England, France and Denmark. Part 3 Assessment as a policy tool 9. Performativity versus empowerment: how the ‘assessment society’ is inhibiting the advent of a ‘learning society’. 10. Assessment as a social technology: the socio-cultural origins and implications of the ‘standards’ agenda. Part 4 Anticipating the future: assessment for learning and the digital revolution. 11. Enter the ‘assessment society’: international trends and future challenges. 12. Challenging the status quo: the potential of assessment for learning. 13. Towards an Assessment Revolution? The potentially transforming potential of computer-based assessment. Epilogue Postscript
| Erscheinungsdatum | 28.01.2021 |
|---|---|
| Reihe/Serie | World Library of Educationalists |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 653 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| ISBN-10 | 0-367-20630-7 / 0367206307 |
| ISBN-13 | 978-0-367-20630-7 / 9780367206307 |
| Zustand | Neuware |
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