Preface Professor Stephen Ball FRSA, FBA, FAcSS Acknowledgements Introduction Part 1 The rationality of judgement: understanding educational assessment sociologically. 1. Competence, competition, content and control: how assessment mediates the relationship between education and society. Broadfoot, P ’Education, Assessment and Society.’ Open University Press, Bedford. Chapters 4 and 5 pp 66 - 121 2. Selection, certification and control: meritocracy or social reproduction? Broadfoot, P (1979) ’Assessment, schools and society’ London: Methuen. Chapter 4 pp 84-102 Part 2 Part 2 Insights from comparing national education systems: empirical studies of differences in the impact of assessment for system control on teachers and pupils 3.Towards a focus on learning and culture: time for a new approach to comparative education’? Broadfoot P. (2000) ’Comparative Education for the 21st Century: Retrospect and Prospect’ Comparative Education vol 36 no 3 pp 358 - 371 4. New forms of system control: the power of assessment as a tool for accountability and legitimation. Broadfoot, P. ’Changing patterns of educational accountability in England and France’, in Crossley M; Broadfoot P; and Schweisfurth, M; (eds) (2007) Changing Educational Contexts, Issues and Identities:40 years of Comparative Education Routledge, London. Reprinted from Comparative Education, (1985) Vol. 21, No. 3, pp. 273-286. 5. Using the comparative approach to understand teachers’ priorities: the ’Bristaix study of English and French education. Broadfoot, P; Osborn, M; with Gilly, M. and Paillet, A: (1988) ’What Professional Responsibility Means to Teachers: national contexts and classroom constants’, in British Journal of Sociology of Education Vol. 9, No .3, pp. 265-287. 6. Values, understanding and power: mapping the impact of assessment policy changes on teachers’ practice through the PACE project. Pollard, A; Broadfoot, P, Croll, P, Osborn M. and. Abbott, D. (1994) Changing English Primary Schools? The Impact of the Education Reform Act at Key Stage One. London: Cassell. Chapter 13 pp 227-24 7. Comparing influences on pupil achievement? Insights from the QUEST project. Broadfoot, P. (1999) ’Comparative Research on Pupil Achievement: in Search of Validity, Reliability and Utility’ in Broadfoot, P; Alexander, R. and Phillips, D.(eds) Learning from Comparing: new directions in comparative educational research Vol One: Contexts, Classrooms and Outcomes Symposium Books, Oxford pp 237-260 8. Culture, context and policy: new perspectives on learning from the ENCOMPASS study of pupils in England, France and Denmark. Osborn, M; Broadfoot, P; McNess, E; Planel, C; Ravn, B; and Triggs, P; (2003) ’A world of Difference? Comparing learners across Europe’ Open University Press, Maidenhead. Chapter 10. pp 205-225. Part 3 Assessment as a policy tool 9. Performativity versus empowerment: how the ’assessment society’ is inhibiting the advent of a ’learning society’. Broadfoot, P. (1998) ’Quality, Standards and Control in Higher Education: What Price Life-Long Learning?’ in International Studies in Sociology of Education, Vol. 8, No. 2, pp155 -180 10. Assessment as a social technology: the socio-cultural origins and implications of the ’standards’ agenda. Broadfoot, P and Pollard, A; (2006) ’The Changing Discourse of Assessment Policy: The Case Study of English Primary Education’ in Lauder, H., Brown P., Dillabough, J. and Halsey, A.H. (eds.,), Education, Globalisation and Social Change, Oxford University Press, Oxford. Extracted from: Broadfoot, P and Pollard, A (2000) ’The Changing Discourse of Assessment Policy: The Case of English Primary Education’ in Filer, A (ed) Assessment: Social Practice and Social Product London, Falmer press. Part 4 Anticipating the future: assessment for learning and the digital revolution. 11. Enter the ’assessment society’: international trends and future challenges. Broadfoot P and Black P (2004) ’Redefining Assessment?’ The first ten years of Assessment in Education’ in Assessment in Education vol 11 No 1 March pp 7-29 12. Challenging the status quo: the potential of assessment for learning. Broadfoot, P. (2007) An Introduction to Assessment London, Continuum Chapter 10. pp 109-13 13. Towards an Assessment Revolution? The potentially transforming potential of computer-based assessment. Timmis, S; Broadfoot, P; Sutherland, R; and Oldfield, A; (2016) ’Rethinking assessment in a digital age: opportunities, challenges and risks’ British Educational Research Journal vol 42, No 3, pp: 454-476. Epilogue Postscript

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