Full Description
In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.
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.
Contents
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
