Curriculum and assessment / edited by David Scott.

Contributor(s):

Scott, David, 1951-

Material type: Text

TextSeries: International perspectives on curriculum studies ; v. 1.Publication details: Westport, Conn. : Ablex, 2001.Description: 1 online resource (viii, 190 pages) : chartsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

0585393389
9780585393384
1567505201
9781567505207
156750521X
9781567505214

Subject(s): Genre/Form:

Additional physical formats: Print version:: Curriculum and assessment.DDC classification:

375/.001 21

LOC classification:

LB3051 .C865 2001eb

Other classification:

81.62
81.53
G423. 02
G424. 7

Online resources:

Click here to access online

Contents:

Formative assessment and curriculum consequences / Paul Black -- Differentiation and assessment / Mary Simpson -- Pupil assessment and classroom culture: a comparative study of the language of assessment in England and France / Patricia Broadfoot [and others] -- Portfolio assessment in teacher education / Val Klenowski -- Examination techniques: issues on validity and effects on pupils' performance / Jannette Elwood -- Professional doctorates and assessment issues / David Scott and Ingrid Lunt -- Scottish perspectives on the curriculum and assessment / Wynne Harlen -- Conceptual frameworks to accommodate the validation of rapidly changing requirements for assessments / Anthony J. Nitko -- An overview of the relationship between assessment and the curriculum / Dylan Wiliam.

Action note:

digitized 2010 HathiTrust Digital Library committed to preserve

Summary: Curriculum and assessment is the first volume of the a new series International perspectives on curriculum. This edited book examines the relationship between curriculum, pedagogy and assessment, and, as with subsequent volumes, adopts a cross-sector and comparative approach. Contributors make reference to a number of important debates in the fields of curriculum and assessment: summative versus formative assessment; differentiation versus inclusion; psychometric versus holistic theorising; decontextualised versus contextualised assessment; symbol-processing versus situated learning approaches; integrated versus connected assessment; and high stakes versus low stakes assessment. The rationale for this volume is not to reach an agreement about assessment and curriculum frameworks, but to air the various debates referred to above and develop new frameworks for understanding these important issues.

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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references and index.

Print version record.

Use copy Restrictions unspecified star MiAaHDL

Curriculum and assessment is the first volume of the a new series International perspectives on curriculum. This edited book examines the relationship between curriculum, pedagogy and assessment, and, as with subsequent volumes, adopts a cross-sector and comparative approach. Contributors make reference to a number of important debates in the fields of curriculum and assessment: summative versus formative assessment; differentiation versus inclusion; psychometric versus holistic theorising; decontextualised versus contextualised assessment; symbol-processing versus situated learning approaches; integrated versus connected assessment; and high stakes versus low stakes assessment. The rationale for this volume is not to reach an agreement about assessment and curriculum frameworks, but to air the various debates referred to above and develop new frameworks for understanding these important issues.

Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL

Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. MiAaHDL