Curriculum and Assessment

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Exploring the intricate relationship between curriculum, pedagogy, and assessment, this volume engages with significant debates in education, such as summative versus formative assessment and differentiation versus inclusion. Contributors adopt a cross-sector and comparative approach to discuss various theoretical frameworks, including psychometric versus holistic views and high stakes versus low stakes assessment. The aim is to foster dialogue around these topics rather than to establish a consensus, ultimately seeking to develop new frameworks for understanding curriculum and assessment.