Examples as Method? My Attempts to Understand Assessment and Fairness (In the Spirit of the Later Wittgenstein)

In Claudia Ruitenberg (ed.), What Do Philosophers of Education Do? Malden, MA: Wiley-Blackwell. pp. 54–72 (2010)
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Abstract

This chapter contains sections titled: Introduction Disability Accommodations Unfairness and the Motivation of Candidates Unfairness in Music Conservatoires Unfairness in 11‐Plus Selection Conclusion Notes References.

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examples as method ‐ understanding assessment and fairness, in the spirit of the Later Wittgenstein   Wittgenstein, urging philosophers to scrutinise examples ‐ ‘Don't think, but look!’   normative aspects of assessment   fairness verdicts and their application ‐ to educational assessment   disability accommodations ‐ fair assessments, students thought to suffer from learning disabilities   intelligence test, construct validity ‐ measuring how much intelligence a student has   constructs in context of educational assessment ‐ conceptualised as ‘traits’, unobservable but persisting aspects of mental life   validity failures linked to disabilities ‐ seeing students as possessing ‘amounts’ of relevant learning   unfairness and motivation of candidates ‐ and unfairness in music conservatoires   speed of thought and response ‐ prioritised in ability tests, developed in the West

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9781444322804   9781444332971

DOI

10.1002/9781444322804.ch5

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original Davis, Andrew (2009) "Examples as method? My attempts to understand assessment and fairness (in the spirit of the later wittgenstein)". Journal of Philosophy of Education 43(3):371-389

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