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Classroom assessment and education: challenging the assumptions of socialisation and instrumentality
The opportunity offered by the Umea Symposium to probe the intersection of quality and assessment immediately brings into focus a wider issue – that of the quality of education which assessment aspires to support. Prompted by recent research into formative assessment in Scottish primary school contexts, the paper explores how formative assessment has become associated with an overly benign understanding of learning which misrecognises the possibility of undesirable learning and does not seem to address the inherently political nature of education. Having illuminated the potential inequities of formative assessment practices, the paper then asks what role formative assessment might play to support an understanding of education that is not simply about the transmission of traditional social norms, but also aspires to illuminate their social construction and their political nature.
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- Published
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- Published version
Journal
Education InquiryISSN
2000-4508Publisher
Co-action PublishingExternal DOI
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2Volume
3Page range
187-199Department affiliated with
- Education Publications
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- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2015-03-12First Open Access (FOA) Date
2015-03-12First Compliant Deposit (FCD) Date
2015-03-12Usage metrics
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