Who's afraid of assessment? Remarks on Winch and Gingell's reply

Journal of Philosophy of Education 30 (3):389–400 (1996)
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This paper defends my argument that criterion-referenced assessment should not be used to render an education system accountable to the state. Winch and Gingell's reply to my original paper understands me as denying the ‘plasticity’ of abilities. Considerable space is devoted to further discussion of this issue.‘Plasticity’ is not denied, but problems about the ‘identity’ of capacities, abilities, processes and rules are explored in some depth. Winch and Gingell defend certain kinds of pedagogy such as rote learning and ‘teaching to the test’. I remind them that I was not actually discussing pedagogy in the original paper.



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Can Educationally Significant Learning be Assessed?Steven A. Stolz - 2017 - Educational Philosophy and Theory 49 (4).

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References found in this work

Teaching thinking, and the sanctity of content.Michael Bonnett - 1995 - Journal of Philosophy of Education 29 (3):295–309.
Ability and learning.Andrew Davis - 1988 - Journal of Philosophy of Education 22 (1):45–57.

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