This chapter utilises elements of the '5Rs' framework suggested by the book's editors Rudd and Goodson, in order to (1) highlight the ways in which the practice and uses of assessment have been applied through policy in recent years; (2) consider the effect this has had on teaching, learning and the culture of schools; (3) suggest ways in which this dominant, regressive narrative is refracted in practice and the ways in which it can be questioned and resisited. The author argues for a continuing renewal of assessment as a formative and interactive aspect of teaching and learning where more critical and empowering pedagogoies and learning identites can develop.
|Title of host publication||Negotiating neoliberalism|
|Subtitle of host publication||developing alternative educational visions|
|Editors||Timothy Rudd, Ivor Goodson|
|Place of Publication||Rotterdam|
|Number of pages||14|
|Publication status||Published - 1 Jan 2017|
|Name||Studies in professional life and work|