Curriculum and Assessment

Greenwood Publishing Group
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Curriculum and Assessment is the first volume of a new series International Perspectives on Curriculum. This edited book examines the relationship between curriculum, pedagogy and assessment, and, as with subsequent volumes, adopts a cross-sector and comparative approach. Contributors make reference to a number of important debates in the fields of curriculum and assessment: summative versus formative assessment; differentiation versus inclusion; psychometric versus holistic theorising; decontextualised versus contextualised assessment; symbol-processing versus situated learning approaches; integrated versus connected assessment; and high stakes versus low stakes assessment. The rationale for this volume is not to reach an agreement about assessment and curriculum frameworks, but to air the various debates referred to above and develop new frameworks for understanding these important issues.

This volume and the series is timely as administrators and policy-makers in different parts of the world have taken an increased interest in education, and as moves to centralise curriculum provision have gathered pace. This has in some cases driven a wedge between curriculum theory and curriculum practice, as policy-makers have developed and implemented proposals without referring to academic debates about these issues. It therefore is an important task to reassert the need to discuss and debate the curriculum in a critical manner before implementation occurs. This volume sets about that task, addressing policy-makers, administrators, teachers and the research community.

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About the author

DAVID SCOTT is a Senior Lecturer in the Centre for Curriculum and Teaching Studies at the Open University in the United Kingdom. He has published widely in the fields of curriculum, assessment and research methodology. His most recent books include Reading Educational Research and Literacy, Realism and Educational Research: New Perspectives and Possibilities and (with Robin Usher) Researching Education. Data, Methods and Theory in Educational Enquiry. He is the current editor of The Curriculum Journal.

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Additional Information

Publisher
Greenwood Publishing Group
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Published on
Dec 31, 2001
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Pages
190
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ISBN
9781567505207
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Language
English
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Genres
Education / Curricula
Education / Testing & Measurement
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Content Protection
This content is DRM protected.
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Available on Android devices
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Eligible for Family Library

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The Catholic faith is not a set of rules or a body of doctrines, but is a way of life, writes David Scott. It's a lived faith that contains convincing, intellectually coherent, and spiritually fulfilling answers to the biggest questions: Who is God? Who is Jesus? Why are we here? Where are we going? The Catholic Passion invites readers into a conversation about the things that matter most. It is not an argument for the Catholic faith but a journey to the heart of it—a richly rewarding reflection on prayer, the Bible, sacraments, the church, and God-made-human in Jesus Christ.
Scott does not tell the story of the faith through church documents or cate­chism quotations. Instead, he looks at the faith experience of real Catholics—people like the American writer Andre Dubus, the French composer Olivier Messiaen, the Chinese human rights activist Henry Wu, the French martyr Charles de Foucauld, and the American reformer Dorothy Day. These and other Catholics embody a faith that warms the heart as it enlightens the mind.
One theme emerges from Scott's reflections on the lives of Catholics and the Scriptures: God's passion of love for humankind burns on in the Catholic Church. The Catholic passion is the conviction that there is nothing God will not do to win our love.
"The Catholic Passion is a monumental work. David Scott weaves material from scripture, history, the arts, the liturgy, theology, spirituality, and personal reflection, showing us that nothing human is alien to Christ—and nothing divine is withheld from God's people."
—Scott Hahn, author of The Lamb's Supper
"The Catholic Passion is a masterwork—beautiful, compelling, and wonderfully readable; an outstanding portrait of what Catholics believe and why. I highly recommend it."
—Charles J. Chaput, OFM Cap, archbishop of Denver
"David Scott helps us see a vibrant Catholicism that offers brilliant meaning in a world darkened by materialism and violence. He presents a vision that allows the treasures of the past to envision an orthodox Catholicism for the future."
—Fr. Mitch Pacwa, SJ, EWTN
How do other countries create “smarter” kids? What is it like to be a child in the world’s new education superpowers? The Smartest Kids in the World “gets well beneath the glossy surfaces of these foreign cultures and manages to make our own culture look newly strange....The question is whether the startling perspective provided by this masterly book can also generate the will to make changes” (The New York Times Book Review).

In a handful of nations, virtually all children are learning to make complex arguments and solve problems they’ve never seen before. They are learning to think, in other words, and to thrive in the modern economy. Inspired to find answers for our own children, author and Time magazine journalist Amanda Ripley follows three Americans embed­ded in these countries for one year. Kim, fifteen, raises $10,000 so she can move from Oklahoma to Finland; Eric, eighteen, trades his high-achieving Minnesota suburb for a booming city in South Korea; and Tom, seventeen, leaves a historic Pennsylvania village for Poland.

Through these young informants, Ripley meets battle-scarred reformers, sleep-deprived zombie students, and a teacher who earns $4 million a year. Their stories, along with groundbreaking research into learning in other cultures, reveal a pattern of startling transformation: none of these countries had many “smart” kids a few decades ago. Things had changed. Teaching had become more rigorous; parents had focused on things that mattered; and children had bought into the promise of education.
At this stalled and disillusioned juncture in postcolonial history—when many anticolonial utopias have withered into a morass of exhaustion, corruption, and authoritarianism—David Scott argues the need to reconceptualize the past in order to reimagine a more usable future. He describes how, prior to independence, anticolonialists narrated the transition from colonialism to postcolonialism as romance—as a story of overcoming and vindication, of salvation and redemption. Scott contends that postcolonial scholarship assumes the same trajectory, and that this imposes conceptual limitations. He suggests that tragedy may be a more useful narrative frame than romance. In tragedy, the future does not appear as an uninterrupted movement forward, but instead as a slow and sometimes reversible series of ups and downs.

Scott explores the political and epistemological implications of how the past is conceived in relation to the present and future through a reconsideration of C. L. R. James’s masterpiece of anticolonial history, The Black Jacobins, first published in 1938. In that book, James told the story of Toussaint L’Ouverture and the making of the Haitian Revolution as one of romantic vindication. In the second edition, published in the United States in 1963, James inserted new material suggesting that that story might usefully be told as tragedy. Scott uses James’s recasting of The Black Jacobins to compare the relative yields of romance and tragedy. In an epilogue, he juxtaposes James’s thinking about tragedy, history, and revolution with Hannah Arendt’s in On Revolution. He contrasts their uses of tragedy as a means of situating the past in relation to the present in order to derive a politics for a possible future.

Give your child a smart start with the revised and updated
What Your Third Grader Needs to Know
 
What should your child learn in the third grade? How can you help him or her at home? This book answers these important questions and more, offering the specific shared knowledge that thousands of parents and teachers across the nation have agreed upon for American third graders. Featuring sixteen pages of illustrations, a bolder, easier-to-follow format, and a thoroughly updated curriculum, What Your Third Grader Needs to Know is designed for parents and teachers to enjoy with children. Hundreds of thousands of children have benefited from the Core Knowledge Series. This edition, featuring a new Introduction, gives today’s generation of third graders the advantage they need to make progress in school and to establish an approach to learning that will last a lifetime. In this book you’ll discover
 
• Favorite poems—old and new, from the traditional rhyme “For Want of Nail” to Lewis Carroll’s whimsical poem “The Crocodile”
• Literature—including Native American stories, African folktales, European fairy tales, classic myths from ancient Greece, stories from ancient Rome, and more
• Learning about language—the basics of written English, including sentence structure, parts of speech, and a first look at writing a report or letter
• World and American history and geography—journey down the great rivers of Europe, Africa, Asia, and Australia, visit ancient Rome, and experience the earliest days of America with the Pilgrims and Native Americans
• Visual arts—an introduction to masterworks by Rembrandt, Henri Matisse, Mary Cassatt, and others, with gorgeous reproductions and fun, do-it-yourself activities
• Music—the fundamentals of appreciating, reading, and making music, plus great composers, instruments, and sing-along lyrics for songs such as “Bicycle Built for Two” and “He’s Got the Whole World in His Hands”
• Math—stimulating lessons ranging from counting money to solving division problems, numbers through 100,000, graphs, and the metric system
• Science—fascinating discussions on the natural world, the cycles of life, the human body and its systems, and the environment, with accompanying activities and stories about famous scientists such as Copernicus and Alexander Graham Bell
This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research.

Standard setting targets crucial societal objectives by defining educational benchmarks at different achievement levels, and provides feedback to policy makers, schools and teachers about the strengths and weaknesses of a school system. Given that the consequences of standard setting can be dramatic, the quality of standard setting is a prime concern. If it fails, repercussions can be expected in terms of arbitrary evaluations of educational policy, wrong turns in school or teacher development or misplacement of individual students. Standard setting therefore needs to be accurate, reliable, valid, useful, and defensible.

However, specific evidence on the benefits and limits of different approaches to standard setting is rare and scattered, and there is a particular lack with respect to standard setting in the Nordic countries, where the number of national tests is increasing and there are concerns about the time and effort spent on testing at schools without feedback being provided. Addressing this gap, the book offers a discussion on standard setting by respected experts as well as profound and innovative insights into fundamental aspects of standard setting including conclusions for future methodological and policy-related research.

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