The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.

Gender Issues in Testing and Assessment

Gender issues in testing and assessment


Key areas of debate in the field of assessment and testing concern a ‘paradigm shift’ in how we view students' learning and how this learning should be assessed. These debates stem from research suggesting that more formative approaches to assessment will improve students' learning (Black and Wiliam, 1998, 2005; Shepard, 2000; Hargreaves et al., 2002; CERI, 2005), and arguing that good, formative assessment (assessment done in classrooms, by teachers, with and for students' learning) will enhance student attainment and develop teachers' own assessment and pedagogical practice. However, these debates have generally ignored the social contexts of classrooms where formative assessment takes place and, to an even greater degree, have ignored the interaction of these ...

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