This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 25: Educational Assessment
According to the electronic data base ERIC, accessed 9.9.08, there were 26,339 publications on the topic of assessment in education during the last 10 years. Of these 10,411 were articles in refereed journals and 3179 were books. Five English language journals are specifically concerned with educational assessment at the levels of practice, theory and policy. Such statistics indicate that the topic is of considerable interest and highly developed. Certain common distinctions have emerged in the course of this development and these are outlined and discussed at the beginning of the chapter. From the discussion three topical debates in the philosophy of educational assessment are reviewed, with reference to the work of Andrew Davis (1995, 1998, 1999, 2006) and his critics Christopher Winch ...