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Zusatztext A lucid and enlightened debate engaging both sides of the assessment ‘divide’. The arguments here serve to actually strengthen the thinking concerning this pressing educational issue – it is what good policy making, sound professional practice and our children need and surely deserve. Informationen zum Autor Andrew Davis is Honorary Research Fellow in the School of Education at Durham University, UK. Christopher Winch is Professor of Educational Philosophy and Policy at King's College London, UK. Gerard Lum is Lecturer in Philosophy and Education Management at King's College London, UK. Klappentext What purpose does educational assessment serve? Are the same instruments suitable for different purposes? How much trust can we place upon the outcomes of educational assessment? The subject of educational assessment is much discussed and much misunderstood. Policymakers assert its importance to quality in education and its essential role in ensuring accountability for public education, and the results of educational assessment are thought to be of such vital interest to society that they are often made public knowledge. This approachable text explores the philosophical issues underlying these debates and how they impact on public educational policy. Two leading educators well-known for their work on educational assessment offer different perspectives on the value of exams and tests for a flourishing system of education, while the editor, Gerard Lum, comments on the strengths and weaknesses of the arguments. Vorwort In an accessible introduction to the issues, two leading experts on educational assessment debate the value of exams and tests within education. Zusammenfassung What purpose does educational assessment serve? Are the same instruments suitable for different purposes? How much trust can we place upon the outcomes of educational assessment? The subject of educational assessment is much discussed and much misunderstood. Policymakers assert its importance to quality in education and its essential role in ensuring accountability for public education, and the results of educational assessment are thought to be of such vital interest to society that they are often made public knowledge. This approachable text explores the philosophical issues underlying these debates and how they impact on public educational policy. Two leading educators well-known for their work on educational assessment offer different perspectives on the value of exams and tests for a flourishing system of education, while the editor, Gerard Lum, comments on the strengths and weaknesses of the arguments. Inhaltsverzeichnis Notes on ContributorsSeries Editor's PrefaceIntroduction, Gerard Lum Part I: Assessment and Accountability, Andrew Davis Part II: The Nature and Purpose of Educational Assessment - A Response to Andrew Davis, C hristopher Winch Afterword : Can the Two Positions Be Reconciled?, Gerard Lum BibliographyIndex...
