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This latest volume in the World Yearbook of Education Series focuses on assessment systems and efforts to advance equity in education at a time of growing inequalities. It considers new economic trends and investigates how constraints appear to be influencing assessment and identification practices. The volume is organized around the following main issues: political motives behind the expansion of an assessment industry; the associated expansion of an SEN industry, and; growth in consequential accountability systems. It ultimately seeks to provide reframings and reconceptualizations of assessment and identification by offering new insights into economic and cultural trends influencing them.
List of contents
Part 1: The assessment industry and the concomitant stratification of student populations
Chapter 1 The purpose and function of assessment in policy and politics
Chapter 2 International test comparisons
Chapter 3 Teacher assessment
Chapter 4 Implications for educational stratification related to enduring forms of difference
Part 2: Assessing deviance: Consequential assumptions of assessment and diagnostic practices
Chapter 5 Assessment and identification practices: A critique of paradigmatic assumptions
Chapter 6 Limited English Proficiency
Chapter 7 Intellectual/cognitive impairments and mental disorders
Chapter 8 Specific learning disabilities in the Response to Intervention era
Part 3: The consequences of assessment and identification practices
Chapter 9 The production of inequalities within assessment in relation to race, class and gender
Chapter 10 Over- and under-representation of cultural minorities
Chapter 11 Racial disparities in discipline and disability identification as precursors of the school-to-prison pipeline
Chapter 12 Gaming practices surrounding policy remedies to reduce racial disparities in special education
Part 4: Fair assessment?
Chapter 13 Critical challenges for assessment germane to racial and cultural disproportionalities
Chapter 14 Alternative assessment approaches
About the author
Julie Allan is is Professor of Equity and Inclusion and Head of the Department of Disability, Inclusion and Special Needs at the University of Birmingham, UK, and Visiting Professor at the University of Borås in Sweden.
Alfredo J. Artiles is Associate Dean of Academic Affairs and the Ryan C. Harris Professor of Special Education at Arizona State University’s Mary Lou Fulton Teachers College.
Summary
This latest volume in the World Yearbook of Education Series focuses on assessment systems and efforts to advance equity in education at a time of growing inequalities. It considers new economic trends and investigates how constraints appear to be influencing assessment and identification practices. The volume is organized around the following main issues: political motives behind the expansion of an assessment industry; the associated expansion of an SEN industry, and; growth in consequential accountability systems. It ultimately seeks to provide reframings and reconceptualizations of assessment and identification by offering new insights into economic and cultural trends influencing them.
