Literacy as numbers : researching the politics and practices of international literary assessment
Author(s)
Bibliographic Information
Literacy as numbers : researching the politics and practices of international literary assessment
Cambridge University Press, 2015
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
This book enquires into the politics and practices of international literacy assessment programmes, exploring how the 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 collection brings together leading international academics in this field and representatives from key policy and literacy assessment institutions to identify a future research agenda for the field of International Assessment Studies. It illuminates the amount of (often invisible) work that goes on behind the scenes in producing the tests and the policies.
Table of Contents
- 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? Cesar 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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