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Assessment in Education: Principles, Policy & Practice Volume 2, 1995 - Issue 1
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Original Articles

Linking Goals of Governmentality with Policies of Assessment

Daphne Meadmore Queensland University of Technology, Victoria Park Road, Kelvin Grove, Red Hill Q4059, Australia
Pages 9-22 | Published online: 28 Jul 2006

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Paul Adams & Jemima Anderson. (2019) Moderation and the primary school context. Education 3-13 47:1, pages 1-17.
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Tony Lawson. (2004) Teacher autonomy: Power or control?. Education 3-13 32:3, pages 3-18.
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Ian Moody. (2001) A case-study of the predictive validity and reliability of Key Stage 2 test results, and teacher assessments, as baseline data for target-setting and value-added at Key Stage 3. The Curriculum Journal 12:1, pages 81-101.
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Peter Meadmore. (2001) 'Free, compulsory and secular'? The re-invention of Australian public education. Journal of Education Policy 16:2, pages 113-125.
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Tony Lawson. (1999) Individual Action Planning in Initial Teacher Training: Empowerment or discipline?. British Journal of Sociology of Education 20:1, pages 89-105.
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Gad Yair. (1997) When Classrooms Matter: implications of between‐classroom variability for educational policy in Israel. Assessment in Education: Principles, Policy & Practice 4:2, pages 225-248.
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Daphne Meadmore & Patricia O'Connor. (1997) Benchmarking disability. International Journal of Inclusive Education 1:2, pages 163-174.
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Daphne Meadmore, Brigid Limerick, Paul Thomas & Helen Lucas. (1995) Devolving practices: managing the managers. Journal of Education Policy 10:4, pages 399-411.
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Articles from other publishers (1)

Tony Lawson. (2011) Empowerment in Education: Liberation, Governance or a Distraction? A Review. Power and Education 3:2, pages 89-103.
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