Educational Assessment: reply to Andrew Davis

Journal of Philosophy of Education 30 (3):377-388 (1996)
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Abstract

Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of education. Teaching to tests is the most natural way of ensuring that teaching matches assessment. Failure to assess places public education in jeopardy.

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Author's Profile

Christopher Winch
King's College London

Citations of this work

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

Ethics and Education.A. J. D. Porteous - 1967 - British Journal of Educational Studies 15 (1):75.
Sociology, Equality and Education.Anthony Flew - 1977 - British Journal of Educational Studies 25 (2):196-198.

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