Honouring teachers' professionalism: reclaiming teaching and claiming assessment

Abstract

Drawing on Denis Lawton's committment to the idea of teacher empowerment for curriculum development, this chapter argues that the challenge, globally, is to produce a form of 'curriculum-driven' development, in which the relationship between the learner, learning and assessment is kept central. It concludes with an appeal to honour teacher professionalism through educative forms of assessment and associated pedagogic practices