Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities

Christian Ydesen; Alison L. Milner; Tali Aderet-German; Ezequiel Gomez Caride; Youjin Ruan

doi:10.1007/978-3-031-19004-9

Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities

Christian Ydesen, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride, Youjin Ruan

Research output: Book/Report › Book › peer-review

Abstract

This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book’s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and economic circumstances, and variations in performance across supranational and national standardised student assessments. In addressing these specific contexts, the book provides insights into the pitfalls and synergies which emerge as key stakeholders attempt to mediate these two educational concerns in both policy and practice.

Original language	English
Publisher	Springer International Publishing
Number of pages	357
ISBN (Electronic)	9783031190049
ISBN (Print)	9783031190032
DOIs	https://doi.org/10.1007/978-3-031-19004-9
State	Published - 1 Jan 2023
Externally published	Yes

Bibliographical note

Publisher Copyright:
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

Keywords

Academic Council on the United Nations System
Educational assessment
Futures of Education Initiative
Global education policy
Inclusive education
Inclusive Education Summit
National large-scale assessments
Schools

ASJC Scopus subject areas

General Social Sciences

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-031-19004-9

Cite this

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Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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Cite this