Educators' perspectives on assessment: tensions, contradictions and dilemmas

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dc.contributor.authorField, James Colin
dc.contributor.supervisorMickelson, Nonna
dc.date.accessioned2018-06-20T22:38:55Z
dc.date.available2018-06-20T22:38:55Z
dc.date.copyright1991en_US
dc.date.issued2018-06-20
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelDoctor of Philosophy Ph.D.en_US
dc.description.abstractThe purpose of this interview study was to understand the perspectives of 17 educators towards assessment of reading-language arts in the public education system in British Columbia, Canada. The study used G. H. Mead's (1932) notion of a "perspective" and A. Strauss' (1978) construct of a "negotiated order" to examine the dynamic, tensive relationships educators enter into with"others" (Mead, 1932) including themselves, when they carry out reading assessments in the public school. With these constructs, the development of a modern-day "mode of cognition" (Gellner, 1964) and the concomitant development of attenuating, "structural processes" (Strauss, 1978) that form the hidden backdrop to assessment are elucidated. Against this backdrop, the participants accounts, gathered through reflective conversations, were interpreted as a set of agonizing relationships (Hillman, 1983) that revolve around dilemmas inherent in assessing children's growth and ability in reading. The study concludes by exploring the nature of some of the dilemmas the educators in this study faced, and presenting an argument for the necessity of deliberation and agony in coming to know, teach and judge children in reading.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/9484
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectReadingen_US
dc.subjectLanguage artsen_US
dc.subjectEducational evaluationen_US
dc.subjectBritish Columbiaen_US
dc.subjectEvaluationen_US
dc.titleEducators' perspectives on assessment: tensions, contradictions and dilemmasen_US
dc.typeThesisen_US

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