Personalising assessment in the service of equity.
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| Title: | Personalising assessment in the service of equity. |
|---|---|
| Authors: | Bennett, Randy E. (AUTHOR) |
| Source: | Oxford Review of Education. Apr2025, Vol. 51 Issue 2, p243-249. 7p. |
| Subjects: | Formative evaluation, Social skills, Task performance, Functional assessment, Personality |
| Abstract: | Among Broadfoot's many contributions is the four 'C's framework, which includes the insight that one of the social functions of assessment is to impose particular educational content through assessment design. A second insight is that 'An individual's performance on a particular task, cannot be divorced from their human characteristics – from culture, from personality, from motivation – even from the external conditions prevailing at the time the performance is measured'. In this piece, I elaborate on these insights. I note the connection of content with method, and that the interaction of content, method, human characteristics, and external conditions inevitably lead to assessments that may perpetuate inequity. A potential approach to achieving greater equity may be to personalise assessment to the characteristics of the individual and the environments from which they come. [ABSTRACT FROM AUTHOR] |
| Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 183685011 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Personalising assessment in the service of equity. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bennett%2C+Randy+E%2E%22">Bennett, Randy E.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Apr2025, Vol. 51 Issue 2, p243-249. 7p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+assessment%22">Functional assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Personality%22">Personality</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Among Broadfoot's many contributions is the four 'C's framework, which includes the insight that one of the social functions of assessment is to impose particular educational content through assessment design. A second insight is that 'An individual's performance on a particular task, cannot be divorced from their human characteristics – from culture, from personality, from motivation – even from the external conditions prevailing at the time the performance is measured'. In this piece, I elaborate on these insights. I note the connection of content with method, and that the interaction of content, method, human characteristics, and external conditions inevitably lead to assessments that may perpetuate inequity. A potential approach to achieving greater equity may be to personalise assessment to the characteristics of the individual and the environments from which they come. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=183685011 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03054985.2024.2439289 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 243 Subjects: – SubjectFull: Formative evaluation Type: general – SubjectFull: Social skills Type: general – SubjectFull: Task performance Type: general – SubjectFull: Functional assessment Type: general – SubjectFull: Personality Type: general Titles: – TitleFull: Personalising assessment in the service of equity. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bennett, Randy E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03054985 Numbering: – Type: volume Value: 51 – Type: issue Value: 2 Titles: – TitleFull: Oxford Review of Education Type: main |
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