Curriculum, Assessment and Pedagogy

The aim of the Curriculum, Assessment and Pedagogy (CAP) SIG is to encourage and support research and other scholarly activity in the inter-related areas of curriculum, assessment and pedagogy across the 4 nations of the UK and internationally. One of the aspirations of the SIG is to re-ignite curriculum studies as a broad field. Examples of such work include attention to the important inter-relationship between these three ‘message systems’, for example the growing influence of assessment on curricula internationally, and attempts by governments and their agencies to prescribe pedagogy, in addition to curriculum, and assessment. Further examples of the work that the SIG encourages are:

  • historical, theoretical and ideological influences on CAP;
  • the impact of globalisation, policy borrowing, and nation state control;
  • teacher and pupil agency;
  • action research and practice;
  • alternative visions of curriculum, assessment and pedagogy for the 21st century.

The intention is to hold seminars, workshops and other regular meetings in order to:

  • share knowledge;
  • plan presentations;
  • develop networks to support publications and research proposals; and
  • engage where possible with relevant policy and practitioner communities.

Latest SIG Content

Escape from the exam factory

16 May 2018 | Blog

Like so many of us, I became a teacher because I love my subject and wanted to inspire the same love in my students (a sentiment repeated every year in advertising for teacher training). I most certainly didn’t envisage working in an exam... [...]

Using evidence-informed resources to accelerate learning

14 May 2018 | Blog

Research in the field of cognitive sciences is constantly unveiling ways that enhance memory and learning. Nevertheless, as previously mentioned in the BERA blog (Younie 2017), findings from scientific investigation do not always reach... [...]

Teacher–student dialogue: Why it matters for student outcomes

9 May 2018 | Blog

For at least two millennia, the dialogue that occurs during teaching has been spotlighted as critical for student outcomes, with many scholars proposing needs for: open questions; elaboration of previous contributions; reasoned discussion of... [...]

Building Research in Primary Schools (BRiPS)

4 May 2018 | Blog

With the growing importance of securing a strong evidence base for teaching, there is considerable scope for exploring different ways in which teachers can be supported to engage in research. Ultimately the rationale for such an approach needs to... [...]

Challenging the evidence on the new baseline test in reception

4 May 2018 | Blog

On 11 April, school standards minister Nick Gibb announced that the National Foundation for Educational Research would be developing ‘baseline’ assessments for reception-age children. Gibb said:   ‘This quick, simple assessment... [...]

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