Assessment, schools and society

Fülszöveg

Contemporary Sociology Of The School
GENERAL EDITOR: JOHN EGGLESTON
Sociologists are providing us with an increasing diversity
of theoretical approaches to the complex fabric of
education and society. This series examines the essential
issues and methods of the sociology of education today,
and is intended both for students new to the field and
those wishing to bring themselves up to date with recent
developments in the subject.
Assessment, Schools And Society
patricia broadfoot
A study of assessment - as the bridge between schools
and the outside world, as the validation of the educational
process, and as a powerful constraint on teachers-is long
overdue.The past decade has seen a growing worldwide pre-
occupation with school assessment; Britain has witnessed
lengthy debate in response to the proposals for examination
reform initiated by the Schools Council, and the setting up
of an Assessment of Performance Unit to monitor standards
of achievement. This book... Tovább

Fülszöveg

Contemporary Sociology Of The School
GENERAL EDITOR: JOHN EGGLESTON
Sociologists are providing us with an increasing diversity
of theoretical approaches to the complex fabric of
education and society. This series examines the essential
issues and methods of the sociology of education today,
and is intended both for students new to the field and
those wishing to bring themselves up to date with recent
developments in the subject.
Assessment, Schools And Society
patricia broadfoot
A study of assessment - as the bridge between schools
and the outside world, as the validation of the educational
process, and as a powerful constraint on teachers-is long
overdue.The past decade has seen a growing worldwide pre-
occupation with school assessment; Britain has witnessed
lengthy debate in response to the proposals for examination
reform initiated by the Schools Council, and the setting up
of an Assessment of Performance Unit to monitor standards
of achievement. This book offers a timely sociological
analysis of the origins of school assessment and of
international trends in practice, and explores the ideology of
assessment which is now so widely accepted yet rarely
questioned. Traditional preoccupations with techniques are
exchanged for an enquiry into the effects of assessment on
pupils, schools and society at large, made in the light of
contemporary theories of social control, reproduction and
change. Vissza