- Subject(s):Teaching Practice and Professional Development
- Author(s):Camilla Addey, Mary Hamilton, Bryan Maddox
- Available from: March 2015
A collaborative series with the University of Cambridge Faculty of Education, drawing practical insights from international research. The Cambridge Education Research series publishes in three strands. The Teacher Education strand provides a re-examination of aspects of national and international teacher education systems or analysis of contextual examples of innovative practice. The International Education Reform strand examines the global and country-specific moves to reform education and teacher development. Books in the Language Education strand address the multilingual context of education in different national and international settings.
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Literacy as Numbers encourages critical debate, presenting insider accounts of literacy assessments and their impact upon education.Literacy as Numbers enquires into the politics and practices of international literacy assessment programmes, exploring how internationally comparable numbers, now so heavily relied on in national policy are produced, and how they are shaping our understanding of the meanings and purposes of literacy.The Cambridge Education Research Series brings together leading international academics in the field and representatives from key policy and literacy assessment institutions to identify a future research agenda for the field of International Assessment Studies. Literacy as Numbers illuminates the amount of (often invisible) work that goes on behind the scenes in producing tests and policies.
Examines how the findings from international assessments of literacy are produced and how they are shaping our understanding of the meanings and purposes of literacy.
Offers insider accounts of the processes of test production and implementation.
Takes a critical approach to global educational policy and assessment, using innovative interdisciplinary theories and methods of enquiry.
Looks at literacy across the lifecourse and will therefore appeal to practitioners, researchers and policy makers working in all educational sectors.
- Notes on contributors
- Series editors' preface
- Foreword Gita Steiner-Khamsi
- Introduction Mary Hamilton, Bryan Maddox, Camilla Addey
- Part 1. Definitions and Conceptualisations: 1. Assembling a sociology of numbers Radhika Gorur
- 2. New literacisation, curricular isomorphism and the OECD's PISA Sam Sellar, Bob Lingard
- 3. Transnational education policy-making: international assessments and the formation of a new institutional order Sotiria Grek
- 4. Interpreting international surveys of adult skills: methodological and policy-related issues Jeff Evans
- Part 2. Processes, Effects and Practices: 5. Disentangling policy intentions, educational practice and the discourse of quantification: accounting for the policy of 'payment by results' in nineteenth-century England Gemma Moss
- 6. Adding new numbers to the literacy narrative: using PIAAC data to focus on literacy practices JD Carpentieri
- 7. How feasible is it to develop a culturally sensitive large-scale standardised assessment of literacy skills? César Guadalupe
- 8. Inside the assessment machine: the life and times of a test item Bryan Maddox
- 9. Participating in international literacy assessments in Lao PDR and Mongolia: a global ritual of belonging Camilla Addey
- 10. Towards a global model in education? International student literacy assessments and their impact on policies and institutions Tonia Bieber, Kerstin Martens, Dennis Niemann, Janna Teltemann
- 11. From an international adult literacy assessment to the classroom: how test development methods are transposed into the curriculum Christine Pinsent-Johnson
- 12. Counting 'what you want them to want': psychometrics and social policy in Ontario Tannis Atkinson.
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