Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities

Christian Ydesen; Alison Louise Milner; Tali Revital 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 Louise Milner
, Tali Revital Aderet-German
, Ezequiel Gomez Caride
, Youjin Ruan

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

18 Citations (Scopus)

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	Palgrave Macmillan
Number of pages	357
ISBN (Print)	978-3-031-19003-2, 978-3-031-19006-3
ISBN (Electronic)	978-3-031-19004-9
DOIs	https://doi.org/10.1007/978-3-031-19004-9
Publication status	Published - 2022

UN SDGs

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

SDG 1 No Poverty
SDG 3 Good Health and Well-being
SDG 4 Quality Education
SDG 5 Gender Equality
SDG 10 Reduced Inequalities
SDG 16 Peace, Justice and Strong Institutions

Keywords

educational assessment
inclusive education
national large-scale assessments
schools
global education policy
Inclusive Education Summit
Academic Council on the United Nations System
Futures of Education Initiative

Access to Document

10.1007/978-3-031-19004-9

AUB Link

Search for the material in Aalborg University Library's search engine

Education Access Under the Reign of Testing and Inclusion
Ydesen, C. (PI), Milner, A. L. (Project Participant), Aderet-German, T. R. (Project Participant), Caride, E. G. (Project Participant), Ruan, Y. (Project Participant), Hansen, I. S. (Project Participant), Enemark, N. R. (Other) & Holleufer, S. (Other)
01/08/2019 → 30/06/2023
Project: Research

Producing Accountability with Autonomy: A Comparative Analysis of Quality Assurance and Inspection in the Educational Assemblages of Denmark and England
Milner, A. L. (Speaker) & Ydesen, C. (Other)
29 Aug 2024
Activity: Talks and presentations › Conference presentations
Making and remaking the assessment and inclusion agendas: Policymakers and school leaders in Argentina, Denmark and England
Milner, A. L. (Speaker), Ydesen, C. (Other) & Acosta, F. (Other)
22 Aug 2023
Activity: Talks and presentations › Conference presentations
Bedømmelse og Inklusion i Uddannelse
Ydesen, C. (Organizer)
21 Apr 2023
Activity: Attending an event › Conference organisation or participation

18 Citations
2 Sound/Visual production (digital)
1 Journal article

Producing Accountability with Autonomy in Denmark and England: the Analytical Potential of Assemblage Theory with Critical Realism in Comparative Education
Milner, A. L. & Ydesen, C., 2024, In: Nordic Journal of Studies in Educational Policy. 10, 3, p. 219-232 14 p.
Research output: Contribution to journal › Journal article › Research › peer-review

Open Access
File
4 Link opens in a new tab Citations (Scopus)

75 Downloads (Pure)
Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities
Ydesen, C., Milner, A. L., Aderet-German, T. R., Caride, E. G. & Ruan, Y., 21 Apr 2023
Research output: Non-textual form › Sound/Visual production (digital) › Communication

Open Access
Educational Assessment and Inclusive Education
Milner, A. L. & Caride, E. G., 8 May 2023
Research output: Non-textual form › Sound/Visual production (digital) › Communication

Open Access

Cite this

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title = "Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities",

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{\textquoteright}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. ",

keywords = "educational assessment, inclusive education, national large-scale assessments, schools, global education policy, Inclusive Education Summit, Academic Council on the United Nations System, Futures of Education Initiative",

author = "Christian Ydesen and Milner, \{Alison Louise\} and Aderet-German, \{Tali Revital\} and Caride, \{Ezequiel Gomez\} and Youjin Ruan",

year = "2022",

doi = "10.1007/978-3-031-19004-9",

language = "English",

isbn = "978-3-031-19003-2",

publisher = "Palgrave Macmillan",

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AU - Ydesen, Christian

AU - Milner, Alison Louise

AU - Aderet-German, Tali Revital

AU - Caride, Ezequiel Gomez

AU - Ruan, Youjin

PY - 2022

Y1 - 2022

N2 - 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.

AB - 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.

KW - educational assessment

KW - inclusive education

KW - national large-scale assessments

KW - schools

KW - global education policy

KW - Inclusive Education Summit

KW - Academic Council on the United Nations System

KW - Futures of Education Initiative

U2 - 10.1007/978-3-031-19004-9

DO - 10.1007/978-3-031-19004-9

M3 - Book

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SN - 978-3-031-19006-3

BT - Educational Assessment and Inclusive Education

PB - Palgrave Macmillan

ER -

Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities

Abstract

UN SDGs

Keywords

Access to Document

AUB Link

Fingerprint

Projects

Education Access Under the Reign of Testing and Inclusion

Activities

Producing Accountability with Autonomy: A Comparative Analysis of Quality Assurance and Inspection in the Educational Assemblages of Denmark and England

Making and remaking the assessment and inclusion agendas: Policymakers and school leaders in Argentina, Denmark and England

Bedømmelse og Inklusion i Uddannelse

Research output

Producing Accountability with Autonomy in Denmark and England: the Analytical Potential of Assemblage Theory with Critical Realism in Comparative Education

Educational Assessment and Inclusive Education: Paradoxes, Perspectives and Potentialities

Educational Assessment and Inclusive Education

Cite this