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Addressing issues of access and fairness in education through dynamic assessment

Author: Matthew E Poehner; Pauline Rea-Dickins
Publisher: London : Routledge/Taylor & Francis Group, 2013. ©2013
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
Increased emphasis in many school systems on formal testing to mark student achievement and hold teachers accountable has begun to heighten concern among many educational policy makers, assessment specialists, and classroom teachers over questions of access and fairness, particularly for learners from culturally different backgrounds and those with a history of academic struggles. This situation echoes that faced by  Read more...
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Document Type: Book
All Authors / Contributors: Matthew E Poehner; Pauline Rea-Dickins
ISBN: 9780415835985 0415835984
OCLC Number: 829960956
Notes: Articles previously published in Assessment in Eeducation, volume 18, issue 2 (May 2011).
Description: x, 123 pages : illustrations, map ; 26 cm
Contents: Table of Contents --
Citation Information --
Notes on Contributors --
Introduction : Addressing issues of access and fairness in education through Dynamic Assessment / Pauline Rea-Dickins and Matthew E. Poehner --
1. Dynamic Assessment : fairness through the prism of mediation / Matthew E. Poehner --
2. Revealing the effects of cognitive education programmes through Dynamic Assessment / David Tzuriel --
3. Mediated dialogue and the microgenesis of second language listening comprehension / Rumia Ableeva and James P. Lantolf --
4. Upingakuneng (when they are ready) : Dynamic Assessment in a third semester Yugtun class / Sabine Siekmann and Walkie Charles --
5. Learning potential and cognitive modifiability / Alex Kozulin --
6. Frames of interaction in Dynamic Assessment : developmental diagnoses of second language learning / Matthew E. Poehmer and Remi A. van Compernolle --
Profiles of education assessment systems worldwide --
7. Assessment trends in Hong Kong : seeking to establish formative assessment in an examination culture / Rita Berry --
Index.
Responsibility: edited by Matthew E. Poehner and Pauline Rea-Dickins.
More information:

Abstract:

Increased emphasis in many school systems on formal testing to mark student achievement and hold teachers accountable has begun to heighten concern among many educational policy makers, assessment specialists, and classroom teachers over questions of access and fairness, particularly for learners from culturally different backgrounds and those with a history of academic struggles. This situation echoes that faced by the Russian psychologist L. S. Vygotsky nearly ninety years ago in his efforts to understand processes of development and meet the needs of all learners.

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