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1、Curriculum and Assessment ScottFM_i-viii 10/20/2000 1:16 PM Page i ScottFM_i-viii 10/20/2000 1:16 PM Page ii Curriculum and Assessment Edited by David Scott Westport, Connecticut London ABLEX PUBLISHING International Perspectives on Curriculum Studies, Volume 1 ScottFM_i-viii 10/20/2000 1:16 PM Page
2、 iii Library of Congress Cataloging-in-Publication Data Curriculum and assessment / edited by David Scott. p. cm.(International Perspectives on Curriculum Studies, ISSN 15305465) Includes bibliographical references and index. ISBN 1567505201 (cloth)ISBN 156750521X (pbk.) 1. Educational tests and mea
3、surementsCross-cultural studies. 2. Curriculum planningCross-cultural studies. I. Scott, David 1951 LB3051.C865 2001 375.001dc21 00026073 British Library Cataloguing in Publication Data is available. Copyright 2001 by David Scott All rights reserved. No portion of this book may be reproduced, by any
4、 process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 00026073 ISBN: 1567505201 156750521X (pbk.) ISSN: 15305465 First published in 2001 Ablex Publishing, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, I
5、nc. Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.481984). 10 9 8 7 6 5 4 3 2 1 ScottFM_i-viii 10/20/2000 1:16 PM Page iv Contents Series Forewordvii Chapter 1Introduction1
6、 David Scott Chapter 2Formative Assessment and 7 Curriculum Consequences Paul Black Chapter 3Differentiation and Assessment25 Mary Simpson Chapter 4Pupil Assessment and Classroom Culture: 41 A Comparative Study of the Language of Assessment in England and France Patricia Broadfoot, Marilyn Osborn, K
7、eith Sharpe, and Claire Planel Chapter 5Portfolio Assessment in Teacher Education63 Val Klenowski Chapter 6Examination Techniques: 83 Issues of Validity and Effects on Pupils Performance Jannette Elwood ScottFM_i-viii 10/20/2000 1:16 PM Page v Chapter 7Professional Doctorates 105 and Assessment Issu
8、es David Scott and Ingrid Lunt Chapter 8Scottish Perspectives on the 119 Curriculum and Assessment Wynne Harlen Chapter 9Conceptual Frameworks to 143 Accommodate the Validation of Rapidly Changing Requirements for Assessments Anthony J. Nitko Chapter 10An Overview of the Relationship 165 Between Ass
9、essment and the Curriculum Dylan Wiliam Index183 About the Editor and Contributors187 viContents ScottFM_i-viii 10/20/2000 1:16 PM Page vi Series Foreword The purpose of the series International Perspectives on Curriculum Studies is to provide scholarly and authoritative debate about current curricu
10、lum issues. The series includes overviews of research in this area, examination of theoretical models and principles, discussion of the work of key curriculum theorists, and the reporting of new empirical research. Contributors to the various volumes in the series are not asked to provide definitive
11、 answers to questions that theorists and practitioners working in this field are asking. What they have been asked to do is to critically assess ways of thinking, influential models and current policy initiatives that relate to the curriculum. The curriculum is defined in its widest sense, and it re
12、fers to programs of teaching and learning which take place in formal settings. Examples of formal settings are schools, colleges and universities. A curriculum may refer to a sys- tem, as in a national curriculum, an institution, as in the school curriculum, or even to an individual school, as in th
13、e school geography curriculum. The four dimensions of curriculum are: aims and objectives, content or subject matter, methods or procedures, and evaluation or assessment. The first refers to the rea- sons for including specific items in the curriculum and excluding others. The second refers to the k
14、nowledge, skills or dispositions which are implicit in the choice of items, and the way that they are arranged. Objectives may be under- stood as broad general justifications for including particular items and particular pedagogical processes in the curriculum; or as clearly defined and closely deli
15、neated outcomes or behaviors; or as a set of appropriate procedures or expe- riences. The third dimension is methods or procedures and this refers to pedagogy and is determined by choices made about the first two dimensions. The fourth dimension is assessment or evaluation and this refers to the mea
16、ns for ScottFM_i-viii 10/20/2000 1:16 PM Page vii determining whether the curriculum has been successfully implemented. A range of issues have been surfaced and debated in relation to these four dimensions. The series focuses on these issues and debates. The first volume examines the relationship between curriculum, pedagogy and assessment, and, as with subse- quent volumes, adopts a cross-sector and comparative approach. This series is timely as administrators an
