Full Description
This latest volume in the World Yearbook of Education Series focuses on assessment systems and efforts to advance equity in education at a time of growing inequalities. It considers new economic trends and investigates how constraints appear to be influencing assessment and identification practices. The volume is organized around the following main issues: political motives behind the expansion of an assessment industry; the associated expansion of an SEN industry, and; growth in consequential accountability systems. It ultimately seeks to provide reframings and reconceptualizations of assessment and identification by offering new insights into economic and cultural trends influencing them.
Contents
Part 1: The assessment industry and the concomitant stratification of student populations
Chapter 1 The purpose and function of assessment in policy and politics
Chapter 2 International test comparisons
Chapter 3 Teacher assessment
Chapter 4 Implications for educational stratification related to enduring forms of difference
Part 2: Assessing deviance: Consequential assumptions of assessment and diagnostic practices
Chapter 5 Assessment and identification practices: A critique of paradigmatic assumptions
Chapter 6 Limited English Proficiency
Chapter 7 Intellectual/cognitive impairments and mental disorders
Chapter 8 Specific learning disabilities in the Response to Intervention era
Part 3: The consequences of assessment and identification practices
Chapter 9 The production of inequalities within assessment in relation to race, class and gender
Chapter 10 Over- and under-representation of cultural minorities
Chapter 11 Racial disparities in discipline and disability identification as precursors of the school-to-prison pipeline
Chapter 12 Gaming practices surrounding policy remedies to reduce racial disparities in special education
Part 4: Fair assessment?
Chapter 13 Critical challenges for assessment germane to racial and cultural disproportionalities
Chapter 14 Alternative assessment approaches
