This chapter draws on insights from education policy sociology to explore the dynamics between international, national, and institutional arenas of assessment and assessment systems. It interrogates the interactions between curriculum, pedagogy and assessment and explores the enabling constraints at different levels of the assessment system. Attention is drawn to the ways in which tensions offer spaces for creative action in relation to current policies and practices in New Zealand.
|Title of host publication||Leadership of Assessment, Inclusion, and Learning|
|Editors||Shelleyann Scott, Donald E Scott, Charles F Webber|
|Place of Publication||Cham Switzerland|
|Pages||287 - 304|
|Number of pages||18|
|Publication status||Published - 2016|
|Name||The Enabling Power of Assessment|