TY  - BOOK
AU  - Curtin,Alicia
AU  - Cahill,Kevin
AU  - Hall,Kathy
AU  - O'Sullivan,Dan
AU  - Øzerk,Kamil
TI  - Assessment in practice: explorations in identity, culture, policy and inclusion 
SN  - 9781138832404
AV  - LB2822.75 .C88 2020
U1  - Grad 379.158 
PY  - 2020///
CY  - Abingdon, Oxon, New York, NY
PB  - Routledge
KW  - Educational evaluation
KW  - Social aspects
KW  - Educational tests and measurements
N1  - Includes bibliographical references and index; Introduction: examining the social order of assessment: towards a sociocultural understanding of assessment policy and practice -- Setting the boundaries in assessment:  intersections of identity and value in personal spaces -- Assessment as public practice: international aspects of assessment and accountability -- Cultural scripts of assessment for practice: predictability, outcomes and life chances -- Junior cycle reform: the negotiated nature of assessment policy in Ireland -- Perspectives on social justice and assessment: testing, social class and opportunity to learn -- The assessment of pupils with special educational needs: giving effect to the principles of inclusivity in practice -- Conclusion: disrupting normative thinking on assessment: new worlds and words for assessment
N2  - "Assessment in Practice explores timely and important questions in relation to assessment. By examining the relationship between identity, culture, policy and inclusion, the book investigates the conflicted and fractured battleground of assessment, and challenges current and practiced understandings of assessment practice. The authors encourage the reader to reconceptualise assessment as a sociocultural practice. Each chapter of the book studies a key theme in the understanding of assessment policy and practice from a sociocultural perspective and provides questions to prompt reflection on the key assessment concepts outlined in the book. Using culture as both a lens and analytic tool, the chapters examine topics such as - The social order of assessment, how assessment works in the world and how learning could be assessed - Perspectives on social justice and assessment, with a particular focus on social class and other potential inequalities on the experiences of assessment for young people - Discussions of ability and the assessment of students with special education needs as well as the role of inclusivity in assessment practice Written by leading academics from University College Cork, the third volume in the successful Routledge Current Debates in Educational Psychology series is an essential read for researchers and postgraduate students in educational research and education psychology"--
ER  -