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About the SeriesThe SAGE Key Concepts series provides students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension.Key Concepts in Education provides students with over 100 essential themes, topics and expressions that Education students are likely to encounter, both during their courses and beyond in professional practice. Co-authored to draw on experiences of working within academia, local authorities and the classroom, the entries provide:a definition of the concepta description of the historical and practical contextan explanation of how the concept is appliedan evaluation of the concepthelpful references and suggested further readingThis book will be essential reading for students of Education, and an invaluable reference tool for their professional careers. About the AuthorsFred Inglis is Emeritus Professor of Cultural Studies, University of Sheffield. Lesley Aers is a senior member of a local authority school improvement service and an Ofsted inspector. Both authors are former schoolteachers.  


Assessment, in educational terms, covers a range of different processes. Traditionally, it meant assessment at the end of a year or a course, usually by formal timed examinations. ‘Exams’ require a particular skill of writing to the clock, and some teachers and lecturers questioned whether this was the best mode of assessment. A method was sought which might cover a wider range of skills, and this led to various kinds of ‘continuous assessment’.

In the 1960s, the Joint Matriculation Board developed a continuously assessed O Level English Language qualification which had no timed exam at all. Across the two years of the course, students produced 10 pieces of work, demonstrating different reading and writing skills. Students were able to prepare in their own time, although ...

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