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Pupil Assessment in a Historical Perspective: Contribution to the Contemporary Debate

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Abstract

Assessment is an internal part of school life and is used in a variety of ways; although assessment and instruction are often conceived as “curiously separate in both time and purpose” (Graue 1993: 291), recent research (Broadfoot 1999; Shepard 2000) shows that the form of assessment applied depends on the purpose that it serves as well as on the specific “trends” in the field of evaluation at the local and/or international levels, with these trends to be related to the scientific and theoretical/ideological underpinnings of the applied assessment model and its use. Within this context, the range of use of assessment has changed over time taking several forms like teacher classroom assessment, standard tasks, coursework, records of achievement-portfolios as well as practical and oral assessment, written examinations and standardised tests.

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Authors and Affiliations

  1. Department of Elementary Education, University of Patras, Patras, Greece

    Eleni Karatzia–Stavlioti

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  1. Eleni Karatzia–Stavlioti
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Correspondence to Eleni Karatzia–Stavlioti .

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  1. Center for Comparative Education,, International Education Policy &, University of Athens, Ippokratous Street 20, Athens, 106 80, Greece

    Dimitris Mattheou

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Karatzia–Stavlioti, E. (2010). Pupil Assessment in a Historical Perspective: Contribution to the Contemporary Debate. In: Mattheou, D. (eds) Changing Educational Landscapes. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8534-4_12

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