The rise and fall of criterion referencing

criterionWhy criterion referencing got itself a bad name and why this does not mean that it should be abandoned

My previous six posts have examined the position on educational purpose taken by Professor Biesta. I have concluded that when he (like many of his child-centred colleagues) says that we should focus more on purpose, he does not mean to clarify but rather to obfuscate that purpose. He means to place responsibility on individual teachers to decide what their various, implicit and often meaningless purposes should be. This leaves no possibility of taking systematic action to achieve such objectives or of giving any clear account to the rest of society on how effectively this has been done. It is a model that sits uncomfortably with Professor Biesta’s professed desire to improve democratic accountability. In this post, I turn to the reasons why Daisy Christodoulou also opposes the explicit description of educational purpose.

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