Teachers & Schooling Making a Difference: Productive Pedagogies, Assessment and Performance

By Debra Hayes; Martin Mills et al. | Go to book overview

3 Productive
assessment

Assessment is perhaps the most maligned aspect of teaching and learning processes in schools. This is often a consequence of its association with the ranking and sorting of students, with external examinations, with league tables, with standardised tests, with various reporting systems, with judging teacher performance, and with the restriction and containment of teacher practices. Such uneasiness about assessment plays out in different ways in educational systems around the globe due to the dominance and differing effects of these and other assessment practices. In England, for example, standardised testing is linked to a mistrustful regulation of teacher work (Mahony & Hextall 2000; Ball 2004). An extensive topdown testing regimen, combined with high-stakes public examinations, results in less space for teachers' professional judgments and some considerable demoralisation of the profession, even at the primary level (Ball 1999, 2004; Jeffrey & Woods 1998; Lingard & Ozga 2004; Ozga & Simola 2004). Throughout much of the USA, teaching is reduced to improving test results and the complementary creation of what McNeil (2000) has insightfully called defensive teaching. She begins her scarifying critique of this testing situation in the USA with the observation (2000: 3) that:

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Teachers & Schooling Making a Difference: Productive Pedagogies, Assessment and Performance
Table of contents

Table of contents

  • Title Page i
  • Table of Contents iii
  • Foreword v
  • Preface xiii
  • Acknowledgments xv
  • 1 Introduction 1
  • 2 Productive Pedagogies 32
  • 3 Productive Assessment 82
  • 4 Productive Performance 127
  • 5 Schools Can Make a Difference 170
  • Bibliography 212
  • Appendix 231
  • Index 233
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