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dc.contributor.authorPratt, Nicholas
dc.date.accessioned2017-01-06T23:41:40Z
dc.date.accessioned2017-01-06T23:51:24Z
dc.date.accessioned2017-01-06T23:51:59Z
dc.date.available2017-01-06T23:41:40Z
dc.date.available2017-01-06T23:51:24Z
dc.date.available2017-01-06T23:51:59Z
dc.date.issued2016-12-16
dc.identifier.issn0969-594X
dc.identifier.issn1465-329X
dc.identifier.urihttp://hdl.handle.net/10026.1/8221
dc.description.abstract

Abtract: This article focuses on how assessment practices are used by teachers to develop and maintain their own professional standing–how assessment works for them as professionals and the work they must do with it to be successful. Reporting on an empirical study involving interviews with 12 primary Key Stage 2 (7–11 years) teachers and using an analysis focused on teachers’ accumulation of capital through their work, the paper examines how teachers construct assessment data in particular, often carefully managed, ways. This, in turn, subjectifies both pupils and the teachers themselves in ways which create tensions in practice. The paper argues that high-stakes accountability through assessment is unlikely to be helpful in two ways: firstly, it does not actually do what teachers claim in accurately measuring pupils’ progress; secondly, that it is likely to lead to pedagogy that has negative effects on them as learners.

dc.format.extent504-518
dc.languageen
dc.language.isoen
dc.publisherInforma UK Limited
dc.relation.replaceshttp://hdl.handle.net/10026.1/8218
dc.relation.replaces10026.1/8218
dc.relation.replaceshttp://hdl.handle.net/10026.1/8220
dc.relation.replaces10026.1/8220
dc.subjectAssessment
dc.subjectpolicy and practice
dc.subjectprimary education
dc.subjectBourdieu
dc.subjectBacchi
dc.subjectmarketisation
dc.titlePlaying the levelling field: teachers’ management of assessment in English primary schools
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000457092200005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue5
plymouth.volume25
plymouth.publication-statusPublished
plymouth.journalAssessment in Education: Principles, Policy and Practice
dc.identifier.doi10.1080/0969594X.2016.1264924
plymouth.organisational-group/Plymouth
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
dcterms.dateAccepted2016-11-15
dc.rights.embargodate2018-6-16
dc.identifier.eissn1465-329X
dc.rights.embargoperiod18 months
rioxxterms.versionofrecord10.1080/0969594X.2016.1264924
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved
rioxxterms.licenseref.startdate2016-12-16
rioxxterms.typeJournal Article/Review


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