Towards theorising assessment as critical inquiry

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Title Towards theorising assessment as critical inquiry
Author Wyatt-Smith, Claire Maree; Gunn, Stephanie
Book Title Educational Assessment in the 21st Century: Connecting Theory and Practice
Editor Claire Wyatt-Smith & Joy Cumming
Year Published 2009
Place of publication Dordrecht
Publisher Springer
Abstract Throughout the past two decades assessment has operated on two fronts. First has been the continuing interest in large-scale, standardised testing, which affords governments and countries data for accountability and reporting purposes. Second has been the increasing interest in assessment within a learning culture (Shepard, 2000). Broadly speaking, this has concentrated on formative assessment for improving learning and has generated a proliferation of phrases seeking to highlight vital connections between assessment and learning (for example, 'assessment for/as learning'). Each of these fronts can be understood as giving priority to particular assessment activities and contexts. In the case of standardised testing, usually undertaken to generate data for systems' purposes, the context is necessarily controlled, with variables such as time and place fixed and regulated.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.springerlink.com
Alternative URI http://dx.doi.org/10.1007/978-1-4020-9964-9_5
Copyright Statement Copyright 2009 Springer. The attached file is reproduced here in accordance with the copyright policy of the publisher. Use hypertext link for access to the publisher's website.
Chapter Number 5
Page from 83
Page to 102
ISBN 978-1-4020-9963-2
Date Accessioned 2009-07-16
Date Available 2010-08-20T06:28:25Z
Language en_AU
Faculty Faculty of Education
Subject Education Assessment and Evaluation
URI http://hdl.handle.net/10072/29544
Publication Type Book Chapters
Publication Type Code b1

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