This part draws attention to what is achieved, and by whom, in our classrooms. What are the consequences of what we do?
Chapter 14 reviews high stakes issues in the assessment of learning outcomes, with particular attention on how schools measure pupil achievement and manage accountability. Whilst some problems are raised, positive uses of summative assessment are also promoted.
‘Inclusion’ (Chapter 15) asks us to consider various dimensions of difference and also the ways in which routine processes differentiate between people. However, the emphasis is on accepting difference as part of the human condition and on how to build more inclusive classroom communities.
