Reflecting on the article I read, “The Social Purposes of Assessment” by Broadfoot, 1996 – but missed discussing with my peers during the session, I found myself drawn to its exploration of the social purposes of assessment – as my practice is also significantly intertwined with similar agendas.
Despite not being present during the session, I engaged deeply with the content of the article, particularly its emphasis on the historical and contemporary trends in assessment policy and practice. The article’s discussion of the interplay between competence, competition, and control within the education system, influenced by economic and political factors, resonated with me.
I found it intriguing how the article highlighted the importance of recognizing national cultural traditions and international currents in shaping educational policies. It made me think about the dilemmas inherent in the social role of assessment, especially in terms of how assessment practices reflect and reinforce conflicting values in education as well as structural/systemic issues.
Although I missed the opportunity to discuss the article with my peers, reflecting on it has deepened my understanding of assessment’s significance in education and how it affects students beyond the university context. It has also sparked further questions and considerations about the role of assessment in shaping educational outcomes – and I am in the midst of assessment as I write this reflection, which is extremely insightful.
Key Take Away Points of Reflection:
- The chapter explores the social purposes of assessment, focusing on historical and contemporary trends in policy and practice.
- It emphasizes the interplay between competence, competition, and control in education, influenced by economic and political factors.
- National cultural traditions and international currents are highlighted in the generation of educational policies, with a focus on dilemmas in assessment’s social role.
- Assessment reflects conflicting values in education by illustrating tension between industry-defined goals and those of educators, and by favoring certain competencies over others.
- Intelligence testing dominates educational thinking, legitimizing selection and control based on perceived innate ability.
- Assessment serves as a mechanism for individual and system control, regulating competition, and motivating students while holding institutions accountable.