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The Sociology of Assessment: Comparative and Policy Perspectives:The Selected Works of Patricia Broa

Preface Assessment, accountability and performance: the changing relations of power in education Acknowledgements Previously published chapters I The rationality of judgement Competence, competition, content and control: How assessment mediates the relationship between education and society Introduction The characteristics of industrial society Weber and the rise of rationality The Protestant ethic Bureaucracy Durkheim and the problem of social control Bernstein and the significance of educational codes Rationality and legitimation Foucault and the power relations of discourse ASSESSMENT AND THE NATIONAL CONTEXT The social construction of education systems Archer’s model of education systems The ideological context Modes of system control Control by assessment: a model Notes References Selection, certification and control: Meritocracy or social reproduction?An exercise in double-think The liberal-reformist ideology Assessment in a conflict perspective The correspondence theory Assessment as a mechanism of social reproduction Assessment as part of the hegemony Assessment and control: a new perspective Summary References II Insights from comparing national education systems Towards a focus on learning and culture: Time for a new approach to comparative education?Retrospect Provision and product: delivery systems of education Prospect References New forms of system control: The power of assessment as a tool for accountability and legitimation Accountability, legitimation and values Two different contexts for accountability Developments in capitalism and associated forms of accountability Content versus form in accountability relations The limitations of bureaucratic control The impact of technological rationality Technocratic approaches to management Conclusion Acknowledgement Notes References Using the comparative approach to understand teachers’ priorities: The ‘Bristaix’ study of English and French education Methodology Restricted versus extended professionality (1) Responsibility to pupils, parents, head and colleagues (2) Responsibility for other professional activities Problematic versus axiomatic conceptions of teaching Process versus product of learning Universalism versus particularism Implications Acknowledgement Note References Values, understanding and power: Mapping the impact of assessment policy changes on teachers’ practice through the PACE ...Introduction The salient findings and arguments of the book Echoes of the past Teachers’ perspectives on their professional role Teachers and the curriculum Pupils and the curriculum Teachers and pedagogy Pupils and pedagogy Teacher assessment Standardized assessment Analytical themes: values, understanding and power Values Understanding Power Dimensions of change revisited School change Teacher professionalism Classroom change and pupil experience Conclusion Bibliography Comparing influences on pupil achievement: Insights from the QUEST project The context for quality France and England: similar but different Research design The learning context Pedagogy and learning style National differences in performance The power of expectations Conclusion Notes References Culture, context and policy: New perspectives on learning from the ENCOMPASS study of pupils in England, France and Denmark Introduction At the level of national policy discourse in the three countries, what are seen as the main aims of secondary schooling?How do schools mediate national policy discourses?How do teachers mediate these agendas to pupils?What are the main influences on students’ views of learning and on the development of their identity as a learner?What is the relative significance of intra-national differences in social class and gender and ethnicity as compared with inter-national differences?Constants and contexts in pupil experience Overview of findings Towards a new perspective on learning The socio-historic: national culture and the implications of globalization The interpersonal: the influence of peers and local cultural settings The intra-individual: influences in a ‘learning career’Implications for policy and practice Bibliography III Assessment as a policy tool Performativity versus empowerment: How the ‘assessment society’ is inhibiting the advent of a ‘learning society’Introduction Enter the ‘learning society’The assessment panacea Control and legitimation: the role of ‘performativity’To measure or to learn: two assessment discourses Rhetoric or reality in assessment change?Conclusion Notes References Assessment as a social technology: The socio-cultural origins and implications of the ‘standards’ agenda Introduction The context for change The 1988 Education Reform Act Back to basics … again?Assessment, the ‘pedagogic device’ and instrumentalism Whither lifelong learning?Conclusion Note References IV Anticipating the futureAssessment for learning and the digital revolution Enter the ‘assessment society’: International trends and future challenges Introduction Our approach Purposes of assessment International trends Quality concerns Assessment for learning The way forward: redefining assessment?Notes on contributors Note References Challenging the status quo: The potential of assessment for learning From summative to formative Learning Motivation, effort and goal orientation Self-esteem and self-efficacy Self-regulation and strategic awareness Support and feedback Using feedback to support learning Ten Principles of Assessment for Learning Summary References Towards an assessment revolution?: The potentially transforming potential of computer-based assessment Introduction Aims, scope and methodology of the research review Rationale Assessment in a changing world Digital technologies, learning and assessment A brief history of digital technologies and assessment Opportunities afforded by technology enhanced assessment New forms of representing knowledge and skills Crowd sourcing and decision-making opportunities in assessment Increasing flexibility Supporting and enhancing collaboration Assessing complex problem-solving skills Enhancing feedback to students Innovation in recording achievement Exploiting learning analytics locally and nationally The challenges and risks of technology enhanced assessment Challenges to the implementation of TEA Risks associated with implementing TEA Ethical issues associated with implementing TEA The risks of social exclusion associated with TEA Discussion and conclusions Question 1: How can TEA move beyond patchy, incremental change?Question 2: How can we address the ethical and social risks that TEA brings forward?Question 3: How can TEA overcome the constraints of policy conservatism?Recommendations for research and practice Acknowledgements Notes References Epilogue Postscript Some thoughts on assessment in the post COVID-19 world

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PARTICIPATORY ASSESSMENT AND THE POLICY FORMULATION PROCESS
In typologies of participatory tools (for example, van Asselt and Rijkens-Klomp 2002; Rowe and Frewer 2005), one theme has returned over time, which can probably be best labelled as 'opening-up' versus 'closing down' (Stirling 2008). This theme relates to the critical features of political rationality:...
(The tools of policy formulation)
Assessing and Explaining Policy Outcomes: A Conceptual Framework
There is a general agreement among policy scholars that policy successes and policy failures are both political and normative and are therefore, at best, ‘contested constructs’ (Bovens and ‘t Hart, 2016). Whether something is labelled a failure or a success is part of a discursive practice deployed...
(Policy Analysis of Structural Reforms in Higher Education: Processes and Outcomes)
Assessment as a policy tool
The two chapters in this part of the book shift the focus away from the empirical comparative studies of Part II and focus instead on a critical analysis of the impact of particular assessment policies. The first chapter uses Lyotard’s concept of ‘performativity’ to examine contemporary tensions...
(The Sociology of Assessment: Comparative and Policy Perspectives:The Selected Works of Patricia Broadfoot)
Document 23 An early assessment of German policy towards Jews in occupied Poland
Jan Karski, a courier for the Polish underground, presented a detailed report on the situation of Jews in Poland under German and Soviet occupation as part of his secret mission to the Polish government-in-exile in February 1940. The document, from which an extract is presented here, contains one...
(The Holocaust: The Third Reich and the Jews)
Assessing urban heritage policies
The chapters in Part VI reflect critically on the existing policies and practices of urban-heritage management in several Asia-Pacific countries to provide an understanding of the complexity of urban conservation in the region. A well-crafted policy framework, guided by a clear vision of the future of...
(The Routledge Handbook on Historic Urban Landscapes in the Asia-Pacific)
Assessing urban heritage policies
THE HISTORIC URBAN LANDSCAPE APPROACH IN THE AUSTRALIAN CONTEXT Evolving heritage practice and city management frameworks Introduction Participation in UNESCO’s most recent standard-setting instrument for heritage and city planning — the Recommendation on the Historic Urban Landscape...
(The Routledge Handbook on Historic Urban Landscapes in the Asia-Pacific)
Policy Case Selection
The two countries compared here are post-conflict Bosnia and Macedonia. The main selection criterion, as outlined in the above sections, is based on an empirical puzzle – the variable pattern of elite accommodation across ethnic lines in different policy areas. Despite contextual and political factors...
(After Ethnic Conflict : Policy-making in Post-conflict Bosnia and Herzegovina and Macedonia)
Gendered representation, gender equality policy, and gendered working procedures
Although research on Europarties and EPGs is still developing, it has received more attention over the past decade; gendered perspectives are no exception. Furthest evolved are comparative studies on gendered representation in parties and among MEPs. There is a growing literature on EPG (and Europarty)...
(The Routledge Handbook of Gender and EU Politics)
Child marriage in the new millennium: Law, policy and the work of demography
This chapter dwells on the ways in which the theme of early and child marriage has re-emerged as a subject of research and intervention in very recent years in India. The first chapter provided a historical overview, beginning with the colonial period when child marriage became the new name for marriage...
(Child Marriage in an International Frame: A Feminist Review from India)
Government policies and domestic work
The Labour Protection Act B.E. 2541 (1998) covers many aspects of employment protection, including wages, hours, paid leave, etc. The Act primarily covers employees in formal work situations (such as cleaners employed by hotels and other private firms), but does not specifically cover domestic workers...
(Informal Women Workers in the Global South: Policies and Practices for the Formalisation of Women’s Employment in Developing Economies)