BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Talks.cam//talks.cam.ac.uk//
X-WR-CALNAME:Talks.cam
BEGIN:VEVENT
SUMMARY:STeM Seminar: Playing the levelling field: Teachers’ management 
 of mathematics assessment in English primary schools - Dr Nick Pratt – I
 nstitute of Education\, University of Plymouth | Dr Julie Alderton – Fac
 ulty of Education\, University of Cambridge
DTSTART:20161121T163000Z
DTEND:20161121T180000Z
UID:TALK69060@talks.cam.ac.uk
CONTACT:23801
DESCRIPTION:School assessment in mathematics is well-researched\, but larg
 ely in relation to teaching and learning and especially ways in which it m
 ight help raise pupils’ attainment (e.g. Hogden & Wiliam\, 2006). Whilst
  this is important\, assessment plays a wider role in terms of accountabil
 ity\, particularly in a high-status subject such as mathematics. In a mark
 et-driven school system\, pupil outcomes are increasingly used as a proxy 
 measure for the educational ‘success’ of teachers and schools\, creati
 ng new pedagogical dynamics within schools (Pratt\, 2016). I report here o
 n a small-scale study using semi-structured interviews with 12 Key Stage 2
  teachers in the south west of England. This examined the way in which ass
 essment is used to manage the success of teachers’ own work as professio
 nals. The analysis uses Bourdieu’s (1986\, 1998) capitals and teachers
 ’ habitus in the field of primary schooling\; as well as 'illusio' to ex
 plain investment in these forms of professional activity. In particular\, 
 I focus on the ways in which assessment acts differentially on pupils\, pr
 omoting some and potentially marginalising others. Whilst it is already cl
 ear that schooling acts this way on pupils\, this work illuminates the mec
 hanisms by which assessment makes which this happen.\nFinally\, the projec
 t has led to a collaboration with Julie Alderton here in Cambridge and we 
 will briefly bring things up to date reporting on our more recent work loo
 king at how primary teachers have managed the transition from mathematics 
 national curriculum levels to a new era without them. Again\, our focus is
  on the work that teachers have had to do to reorganise their acquisition 
 of professional capital in light of these changes\, and the role of techno
 logies – especially pupils tracking software – in doing so.\n\nAbout t
 he speakers: \n_Nick Pratt works at the Plymouth University Institute of E
 ducation where he leads the EdD programme and PG Certificate in Post-16 Ma
 thematics Education. His research focuses on ways in which policy and prac
 tice interrelate in teaching\, in particular how assessment acts as a driv
 ing force in the production of what it means to teach successfully. He is 
 a member of Plymouth's Leadership and Policy Research Cluster working on c
 omparative research as a method for understanding teaching 'expertise' as 
 a socioculturally situated activity._\n\n_Julie Alderton is a University L
 ecturer within the Faculty’s STEM centre. Her areas of research include 
 discourses\, gender\, inclusive education and identities in relation to ma
 thematics education. She is primarily interested in social theory to infor
 m analysis._\n\n* *All very welcome to attend\, however\, there is no park
 ing available at the Faculty. Please contact JS440 if you need directions 
 or any additional information.* \n\n
LOCATION: Donald McIntyre Building\, Faculty of Education\, 184 Hills Road
  | ROOM GS3
END:VEVENT
END:VCALENDAR