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dc.contributor.authorAlderton, Jen
dc.contributor.authorPratt, Nen
dc.description18 month embargo applies.en

Recent policy reforms to the national assessment system in England have altered the way in which teachers undertake assessment. Through an analysis of data from a small-scale interview study with eleven primary teachers in the south and east of England, we examine the ways in which teachers work with assessment software to monitor and track attainment. By employing a theoretical lens focusing on power and implementing an analytics of government, we illuminate the visualizing effects of whole class digital assessment grids. A prominent feature across the data set is the use of the language of ‘gaps’ in relation to the teaching and assessment of mathematics. We argue that digital assessment tools act as technologies of power and of the self which shape teachers’ practices, their identities, how they position children as learners, but also shape the nature of the subject of mathematics itself. It is important to better understand assessment software in education and the discourses in which it operates in order to recognise what is at stake for teaching, learning and curriculum.

dc.publisherTaylor & Francis (Routledge)en
dc.subjectanalytics of governmenten
dc.subjectassessment softwareen
dc.subjectmathematics educationen
dc.titleFilling gaps: assessment software and the production of mathematics and its teaching and learning in primary schoolsen
dc.typeJournal Article
plymouth.journalCritical Studies in Educationen
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.rights.embargoperiodNot knownen
rioxxterms.typeJournal Article/Reviewen

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