Questioning Systems of Deformative Assessment
I argue that state maintained schools within England be brave, reject GCSE’s and their deformative effect upon learning and adopt the IB MYC as a summative assessment framework which provides […]
I argue that state maintained schools within England be brave, reject GCSE’s and their deformative effect upon learning and adopt the IB MYC as a summative assessment framework which provides […]
David Corson’s analysis and subsequent rejection of Popper and Dewey’s philosophy of education led to his conclusion that Bhaskar’s critical realism (CR) offered a more suitable philosophical perspective for the […]
Following the separation of the ontological and epistemological CR goes on to characterize the world, for the most part, as an open system from which we can see how the […]
what is created is always a new synthesis of the new and old, of the manifest and un-manifest, of the ephemeral and the eternal. But what is created also transcends, […]