Article thumbnail
Location of Repository

The social construction of success and failure in classroom assessment in England

By H Torrance and John Pryor

Abstract

The article addresses the question of how social class, still a major determinant of educational achievement in England, is manifested and realised in action at classroom level. The chapter draws on observation and interview data which were gathered in the course of two ESRC-sponsored research projects which the authors conducted in the late 1990s in England; projects designed to investigate how National Curriculum and Testing policy was being interpreted by teachers and how it was impacting on classroom practice. The research focussed on infant and primary schools (KS1 and KS2, ages 5-7 and 8-11) and set out to identify and describe how assessment is practised in these early years of schooling and how particular assessment 'events' or 'incidents' are accomplished. It also explores to what extent teachers and students share a common understanding of the nature and purpose of such events. Analyses is also made of how success and failure are constructed and perceived in the course of such events

Publisher: POLSKIE TOWARZYSTWO PEDAGOGICZNE/Polish Society of Teaching
Year: 2009
OAI identifier: oai:sro.sussex.ac.uk:29664
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://pwe.ug.edu.pl/archiwum-... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.