Abstract
In this volume, a range of authors explore assessment philosophies and practices and possibilities from different sociocultural contexts and across educational levels, from early childhood through to tertiary level. This chapter introduces and gives some context for the remainder of the volume. It briefly lays out a framework for considering the multilevel and multidirectional/multicausal interactions that exist between assessment and each of pedagogy, curriculum and policy. Each chapter is then outlined and its place in this framework and the sequence of the chapters is explored.
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Reference
Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Milton Park: Routledge.
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© 2013 Springer Science+Business Media B.V.
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Corrigan, D., Buntting, C., Jones, A., Gunstone, R. (2013). Valuing Assessment in Science Education: An Introductory Framework. In: Corrigan, D., Gunstone, R., Jones, A. (eds) Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6668-6_1
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DOI: https://doi.org/10.1007/978-94-007-6668-6_1
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Online ISBN: 978-94-007-6668-6
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