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dc.contributor.authorWyatt-Smith, Claireen_US
dc.contributor.authorGunn, Stephanieen_US
dc.contributor.editorClaire Wyatt-Smith & Joy Cummingen_US
dc.date.accessioned2017-04-24T09:50:57Z
dc.date.available2017-04-24T09:50:57Z
dc.date.issued2009en_US
dc.date.modified2010-08-20T06:28:25Z
dc.identifier.isbn9781402099632en_US
dc.identifier.doi10.1007/978-1-4020-9964-9_5en_AU
dc.identifier.urihttp://hdl.handle.net/10072/29544
dc.description.abstractThroughout the past two decades assessment has operated on two fronts. First has been the continuing interest in large-scale, standardised testing, which affords governments and countries data for accountability and reporting purposes. Second has been the increasing interest in assessment within a learning culture (Shepard, 2000). Broadly speaking, this has concentrated on formative assessment for improving learning and has generated a proliferation of phrases seeking to highlight vital connections between assessment and learning (for example, 'assessment for/as learning'). Each of these fronts can be understood as giving priority to particular assessment activities and contexts. In the case of standardised testing, usually undertaken to generate data for systems' purposes, the context is necessarily controlled, with variables such as time and place fixed and regulated.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent3745432 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeDordrechten_US
dc.publisher.urihttp://www.springerlink.comen_AU
dc.relation.ispartofbooktitleEducational Assessment in the 21st Century: Connecting Theory and Practiceen_US
dc.relation.ispartofchapter5en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom83en_US
dc.relation.ispartofpageto102en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleTowards theorising assessment as critical inquiryen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2009 Springer. The attached file is reproduced here in accordance with the copyright policy of the publisher. Use hypertext link for access to the publisher's website.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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