“The mor: ilectcly we afr beyond the tage when your folks ame ver and posed my ls, We have om mace te stage whee et paid Toney for wring these words beat sme of Your ast ry 0 sel our ages asker To is out et Te iy 58 me an Ace a Elliot W. Bisner Evaluation and Assessment: Conceptions in Search of Practice//1996 1 Arteducsionhistorclly has embraced ase of educations tac ppea Inmkable tthe ss elected inthe ws of sandariedahieveent ‘The result has Ben pe af such ees inthe eld 2 Abou he viva shen of tandarae acheveent ess provides no tration that neds to be sbandoned in order to Be inate, tides Song edcatars towed essen nee sul a ays bees 5 The fret fancions of asesseent need to be appreciate 50 that 3 Tine apron doesnot, by 8a. define how assessment ff ocr and «4 Thc tuject ates of sessment at wl a function ifr, Programme Cent and teaching peace a well student outcomes shoul be fetaded os crisaly portant commonolces for assesment [1 Fg ong i en at Nc es Dennis Atkinson ‘Artin Education: Identity and Practice//2002 {1 Te escursive norms stated by SCAA [the National Crim School {Gaeatum and Assessment Autor, England, 106] ate wrk toward Schleving aad working beyond the expectation of practic, which 0 this pariculr case concerned with recoding responses, cru bseration of [fcnuturlandmadeenvionment These hee categresestblsh anermatve FRamewokin which student or practi assessed, prone andreguated farms definitions of what consitues 3 partis doem of wering towards. etvng on working yond ate provided, Buta we read oan consider te “Sersment comments fr eich of hee panting what the norm consists of iecomesclesre “Ine SCAA sessment comments focus upon the students ability 10 er wat isseeh and giiantyhe term acrtesemplayedas ey sess “Hrerlon The pining consleved to be woking towars the expectation of practi ati ey stapes dsb foto tot the shpe of lng and nacnry wih fete ee “raconmen as een sed ede, ut eter aa ned 9 uct etese ths cus, (Se on Desig oer, Cans Teacher AsezmentErmpifestionof Sandor 1926} 8) The stapes of ling nd cdr objets athe een ive be sete Tel al repeened wih sme sciatic sil and tention 0 ‘dea hihi a ad sean (9) “Te pining assessed as wring beyond the expected standards described ‘te dei an curtailing nthe surroundings Te stapes of bdgs a etal of the seting ave een eee, ested nde ino astern om i 1) ‘he fequent use ofthe term acracy and athe terms oberon an eh [a nga I Blewett th deceptive word which const the ‘ov according to whieh te puting ate ssesed Fre. rs acodingto Ns eewordoccray that eat stents peace enya subject ofr practice Which 1 concerned with reeangobsenatons of the natural and made ety imple Ca dawn and pag as pacts of eseraton an Fepesentaon rconcered withthe depiction of acrte views that this Is eeve) A Tarte inpleation tht vista i assumed o bea ane procs in which data fom the extra wld ae eed unedited and that the lity to render thie unmet information ress pon the ina stadt sl: Thetermaruae pes sues, thal possible oprde a representation that dec eoespods 0 prt view. Thus th tem invokes what have calle arr pata course ae rate ovary i which each student's at werk Beco vse an reed a prc ‘aration ne standards curacy achieve by each tent ess upon ‘sping bitterest pie dco and practice of aay ‘a eesti se hte that swell understood by many people ha bseatonalpaiting and dawing does pot miro ely. et theres tl & dernonstat, to act as though that is purpose. The term arcrate establishes 2 “ontermine relation between 3 vil representation and 2 pre obese {he hve putigs re postianed Once we acknowledge that an acre sual reprewntation af prepa experene ino pone we igh a beg to Consider how the term ocray beng we suspect ha ae an isng 2 ner ely which can be wed aan asesment Yrs, wok an encerned with the depiction of pt th Bu with the ality conform to {parvclrsemot practice racy ten the erm acrayis ake discursive ‘gure which designates a tants plating pate a snp and ae fr ter iva sh as other stents and teaces bt primarily forthe Symbolic and normative orer of particular representational se in which ‘he tres pings re ered inode to aceve mea 1 The approach assesment f set aro ave jst dscbed can of practice are established and aco wich students paces ate Dont reuse and understood Sch sessment pace a coi by powerfl coder of cogton though hich eens artwork made ise The immaneaeof power In such scsi pactices often dat detect cts or cite, Bui ough the constrain parc fms fa practice and he ubesqet consecration of tar steent of rate (fen those sent pssst ait let at retions of pomre inthe pebeDB ‘ontext constitute pegged detente elo a edeton Pomersknowledse Foca employs the term powe-knowlede 10 describe ow kwh i Imboed wth powerin fr of practice, Maniestaons a power knowiedge an be seen inthe relations developed between teaches and students where tila forms of rate and knowledge ae desir. Such laos an a0 be feud inthe contraction animposan fcuk coatet and paces by government who then aes eadbes competence acorn government Stands. One wew of knowledge and power to regard them a separate emis whereby knowledge sie as sear for ath hs HEN est in puta elo race. Powe. on the eter hd i often reseed 2 End porsssion veto dominate thers partial n estan contents or ecpaations such asthe sate Foucault's integration of per snowed evokes the sea thatthe austen, transmission or use of knowledge, (pariclryescitnary Inowedge of pedagogic or curclum dscouses ‘tic onstat dierent teaching tempat forms of ome To understand thi dea imponant to remember [the ea tha iscoures conte truths 3 opposed to revealing Wath. The Gt that 2 Data course of steseent nat eduestion leds tthe production of Dede eity means tht he Knowledge which consti hs practices bed with power [1 Dennis Atkinson Pedagogy of the Event//2009 le Mice Foucault's ater wrk moved from exlringtherobje at anflect, of dicouse awards ering te Frmation ofthe sje ela Hors Spd issn though sch relish te Self 2 aman pres comes to be viewed as an act of poss a creative and aesthetic process which incoraratesa processoftigue-Thscrieal poston ineltiontonormaliingtraaeworks provides basis pon which we might bern to gestion the parameters of teaching and fearing in which pedagoaiaed Subjects are produced Such ral practice hsoduces question of tis in tot the Exige of nomalzng amework sb impliation.acrtqe of in that the sl is oranizelecogized apd constituted win Sich famewors However sextet would argues precited through etrbances. or events. n practic, andl thinks toward such itatancs that Jt Buller ‘ih the hlp of Foca sts may be ple to ow thatthe Ite ses here we asset wht tment meantaconinina lense ‘ese Bite Gg an Aun of Oe 2005 21-2, pete) In tag elton itis ot uncommon to have experiences in which what omen ound bat which nat snot secure. Extending Foucaul' wring this tind of station, where teachers ep fo gues how Sey esp Iesmes hen the later do not conform (0 eablebed frameworks of Underandng, sages that teacher aein 3 sense ating tems becoming uncconized within the normalizing Geos tat govern het proces the teacher in such 2 station rng is oF her leit ane professional sancing by contravening the norms that gover the sone of revoir antpated by other prlessionals Inspects, ee} who Want oF eed wo fe essed? Ie he teacher in sich ston inde king the (ieston whofe or she i tse entering the kaa? Does tittle 2 eustoningo domain of he hakadl (Rance)? Consequently wha ind of forms of ress shold a cache st reece Pedaggkaleaon? in such elation doesnot sem appropri to ake 4 Festive or refleive tance towards the sl in tems of 3 cent o ature onoogy but athe t ask the questo, Wh ae You? This posts dhe notion that here a sbject im the pedagogic relation wo the teacher probably oes oul compres. Hers the ston tether asus the sl Ts sees toindizate a tsi beeen rpeseattion ahd what happens Tin a pesgoical elton the lane anand trough the norm, he ‘there nar then te leare becomes saat ent (she produces xy moseone hate teacherexests the pedo encounter begins om the question, “toate you? thenadifeent ation sens toemerge and is posse to um ‘hs question oa, How des the athe ean Pedagogy against the tate ‘The potion of risk taking has fen Bee pr forwad by eestor in orto Promote ceatve inde approaches to learn (eS and Stes A anise for A Sao, 1999) Tee of eares Being encouraged take rk Interspecific leaing conten sues + peony thst not tly Conte speed aringutcones augestaexbeteaching anne ‘pace hat atemrs wo acormedate vapreitableor unexpected eto leaning Encoraing lesners to ake rk in thet rate, pation Saget at ences themselves are ao king Ko tha they have be able wo et tings happen: they have beable to itate thes leaning Pathways withou cee senso otcome. Bat ow can we udesand thee stain? sit posibleto provide athena assupon which enhance furundersanding oftisconcet ht takes Deyond he paces akg 2 chance apd thereby provide pedagogy with a mare substan theoreti ndepnnig a ts concep? Tv tat we cn develop this ie of engi By taking abou ea hanged oleic tae. Laring can ths Be conceived as 2 protien of Invlvesadiseuption of esblshedsatesof pedagogical nwedgeane practice though which learers arerecognized but through which such recognition may Soe constraining then »pedagon commensurate wl such dup equ, a pedagogy which | call edeggy agains the state. oF perhaps. = Psy ofthe event inarer to expand ray of what tesa es toehe pom oorming ew and ate elite aig communes. manent o such pedapay Is therefore a movement asst sel. The tcl geratine forpedapaytheeae is ancemed with main the bn some rnscendent poston towards being. but upon the pte and ‘unknown becoming a eis of he wk, a sfc (1