By David Scott
Curriculum and evaluation 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 strategy. participants make connection with a few very important debates within the fields of curriculum and evaluate: summative as opposed to formative overview; differentiation as opposed to inclusion; psychometric as opposed to holistic theorising; decontextualised as opposed to contextualised review; symbol-processing as opposed to located studying ways; built-in as opposed to hooked up overview; and excessive stakes as opposed to low stakes overview. the reason for this quantity isn't to arrive an contract approximately overview and curriculum frameworks, yet to air a few of the debates said above and boost new frameworks for figuring out those vital issues.
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Extra resources for Curriculum and Assessment (International Perspectives on Curriculum Studies)
Cooper and McIntyre 1992; Simpson and Ure 1993; Boaler 1997). K. classrooms. Pupils express a need to know what they should be learning; however, a mere list of intended learning outcomes is not sufficient to let them see the relationship between what they are doing in class and what they are supposed to be learning from it. They want reassurance that they are progressing in their development of skills and knowledge—particularly important if they are slow learners. Only rarely do pupils in the top sets regard reminders of the high standards expected of them to be motivating.
Scottish Educational Review 23(1):32–42. , and MacDonald, A. 1998. Learning from Differentiation: A Review of Practice in Primary and Secondary Schools. Slough: National Foundation for Educational Research. Whetton, C. 1997. ” In S. ), The Role of Research in Mature Educational Systems. Slough: National Foundation for Educational Research. ScottCH04_41-62 10/18/2000 1:02 PM Page 41 4 Pupil Assessment and Classroom Culture: A Comparative Study of the Language of Assessment in England and France Patricia Broadfoot, Marilyn Osborn, Keith Sharpe, and Claire Planel INTRODUCTION Assessment is a pervasive phenomenon.
British Journal of Educational Psychology 62:356–363. , and Alton-Lee, A. 1995. ” American Educational Research Journal 32(1):185–223. OECD. 1998. Making the Curriculum Work. Paris: Centre for Educational Research and Innovation, Organisation for Economic Co-operation and Development. OFSTED. 1996. Subjects and Standards. Issues for School Development Arising from OFSTED Inspection Findings 1994–5. London: Her Majesty’s Stationery Office. , and Richards, N. 1995. ” In R. Fairbrother, P. J. Black, and P.
Curriculum and Assessment (International Perspectives on Curriculum Studies) by David Scott