Sociology of Assessment: Comparative and Policy Perspectives

Dr Patricia Broadfoot is Professor Emeritus of Sociology of Education at the University of Bristol, UK. She is a former Head of the School of Education, Dean of the Faculty of Social Sciences and Pro Vice Chancellor at the University of Bristol and was Vice Chancellor of the University of Gloucestershire, UK. She is a Fellow of the Academy of Social Sciences and was awarded the CBE for services to Social Science.

• Preface Introduction Part 1 The rationality of judgement: understanding educational assessment sociologically. 1. Competence, competition, content and control: how assessment mediates the relationship between education and society. 2. Selection, certification and control: meritocracy or social reproduction? Part 2 Insights from comparing national education systems: empirical studies of differences in the impact of assessment for system control on teachers and pupils 3. Towards a focus on learning and culture: time for a new approach to comparative education? 4. New forms of system control: the power of assessment as a tool for accountability and legitimation. 5.Using the comparative approach to understand teachers’ priorities: the ‘Bristaix study of English and French education. 6. Values, understanding and power: mapping the impact of assessment policy changes on teachers’ practice through the PACE project. 7. Comparing influences on pupil achievement? Insights from the QUEST project. 8. Culture, context and policy: new perspectives on learning from the ENCOMPASS study of pupils in England, France and Denmark. Part 3 Assessment as a policy tool 9. Performativity versus empowerment: how the ‘assessment society’ is inhibiting the advent of a ‘learning society’. 10. Assessment as a social technology: the socio-cultural origins and implications of the ‘standards’ agenda. Part 4 Anticipating the future: assessment for learning and the digital revolution. 11. Enter the ‘assessment society’: international trends and future challenges. 12. Challenging the status quo: the potential of assessment for learning. 13. Towards an Assessment Revolution? The potentially transforming potential of computer-based assessment. Epilogue Postscript

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