Curiouser and curiouser: Davis, white and assessment

Journal of Philosophy of Education 34 (4):673–685 (2000)
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Abstract

Continuing the debate on assessment, we argue that Andrew Davis' use of examples fails to address issues in the assessibility of specific items of knowledge, and show that one of his examples supports our view rather than his. We argue that John White's preferred replacement of assessment by monitoring, based on teachers' personal knowledge of their pupils, confuses personal and professional knowledge, oversimplifies the teacher's role and does not address the need for objectivity. Finally we argue that neither White nor Davis grasps the relationship between assessment and the need for wider forms of accountability for public education systems.

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Christopher Winch
King's College London

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