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Building on "Children and their Primary Schools" (an OU set text), this text will encourage educators and researchers in exploring pupil perspectives. Its central argument is that understanding some of the disparity between 'curriculum as intended' and 'curriculum as experienced' will increase the quality of school life and improve learning.
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Defining assessment in the widest possible way, this work is a comprehensive ethnographic study of assessment. The case studies cover most of the important questions concerning assessment: who is being assessed and who is doing the assessing? what is being assessed and when and where is the assessment taking place? how does assessment function and how are asssesment findings interpreted? The findings have major implications for education practice and policy. It shows how supposedly objective assessment procedures depend on their contexts and are vulnerable to both bias and distortion. The study provides the definitive examination of assessment in the 5-11 ranges.
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