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By David Scott

Curriculum and review is the 1st quantity of the a brand new sequence foreign views on Curriculum. This edited e-book examines the connection among curriculum, pedagogy and evaluation, and, as with next volumes, adopts a cross-sector and comparative process. individuals make connection with a couple of very important debates within the fields of curriculum and review: summative as opposed to formative evaluation; differentiation as opposed to inclusion; psychometric as opposed to holistic theorising; decontextualised as opposed to contextualised evaluate; symbol-processing as opposed to positioned studying methods; built-in as opposed to attached evaluation; and excessive stakes as opposed to low stakes overview. the explanation for this quantity isn't really to arrive an contract approximately evaluation and curriculum frameworks, yet to air a few of the debates stated above and advance new frameworks for figuring out those very important issues.

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Extra info for Curriculum and Assessment (International Perspectives on Curriculum Studies)

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European Journal of Education. , and Ure, J. 1993. What’s the Difference? A Study of Differentiation in Scottish Secondary Schools. Aberdeen: Northern College. Slavin, R. E. 1987. Ability grouping and student achievement in elementary schools: a best-evidence synthesis. Review of Educational Research 57(3):293–336. ScottCH03_25-40 40 10/18/2000 1:03 PM Page 40 Curriculum and Assessment Slavin, R. E. 1990. ” Review of Educational Research 60(3):471–499. , and Brodie, L. 1992. Teachers and Children—Partners in Assessment.

However, as understanding of the potential for assessment to contribute to the learning process develops (Gifford and O’Connor 1992), it has become increasingly clear that the use of assessment in a formative way requires more than simply the development of practical solutions to the management of accumulating information. It requires nothing less than a reconceptualization of assessment as a process designed to serve the teaching and learning interaction rather than as a procedure at the end of instruction directed judgmentally toward the pupil.

But despite these guidelines, there is evidence that many teachers, both in primary and secondary schools, continue to respond as if their assessment has only a summative purpose, concerned with the establishment of a detailed record of achievement for each pupil. ” They see no compensating benefit to them in their classroom teaching, and regarded a detailed record of pupil attainments of little use. ” (Harlen et al. 1995). Clearly, compiling such assessments would tend to reduce the quality of differentiation since they fail to provide accessible information to the classroom teacher at the point of use and reduce the amount of time available for formative verbal interaction between pupil and teacher.

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