Special Issue "The Role of Assessment in Supporting an Equitable Pedagogy"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (15 September 2013)
Prof. Dr. Bill Boyle
Centre for Formative Assessment Studies (CFAS), School of Education, Ellen Wilkinson Building, University of Manchester, Oxford Road, Manchester M13 9PL, UK
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Interests: teaching, learning and assessment; self-regulated learning; formative assessment; co-construction; equity and metric
Ms. Marie Charles
Centre for Formative Assessment Studies (CFAS), School of Education, University of Manchester, UK
Interests: early writing development, affective and connative domains, equitable pedagogies, formative assessment
In 1970, the Brazilian educator Paulo Freire published his book ‘Pedagogy of the Oppressed’. It introduced expressions such as ‘humanising pedagogy’ and the ‘banking model’ of education which made a profound and lasting impression on my own training. Over 20 years have passed since the National Curriculum and its assessment was implemented in England followed by the introduction of international testing and performance League Tables. These events have produced a dehumanising of the taught curriculum with the pupil a recipient of a delivery model measured by coverage and banking of facts with the accountability for those facts through increasingly minimum competency examinations.
Freire’s humanistic principles for an enlightened education system have been submerged internationally by ‘one size fits all’ government-issue pedagogy; speeded and basic training in ‘delivery’ for teachers based on the model of pupil as producer of performance data rather than an individual with a stake in his or her own learning journey.
The intention of this Special Issue is to reclaim assessment as an integral part of an equitable pedagogy; in plain terms, assessment to be understood and practised as an essential support to teaching and learning rather than used as a measurement and grading process.
Professor Bill Boyle
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access quarterly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- formative assessment
- self-regulated learning
- equity pedagogy
- learning environments
- teacher training