Book Review: The sociology of assessment: Comparative and policy perspectives: The selected works of Patricia Broadfoot

Acosta S. Garza T. Hsu H.-Y. Goodson P. Padrón Y. Goltz H. H. Johnston A. (2020). The accountability culture: A systematic review of high-stakes testing and English learners in the United States during no child left behind. Educational Psychology Review, 32(2), 327–352. https://doi.org/10.1007/s10648-019-09511-2

Broadfoot P. (2021). The sociology of assessment: Comparative and policy perspectives: The selected works of Patricia Broadfoot. Routledge. https://doi.org/10.4324/9780429262609

Koretz D. (2019). The testing charade: Pretending to make schools better. University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/T/bo24695545.html

Menken K. (2008). English learners left behind: Standardized testing as language policy. Multilingual Matters. https://doi.org/10.21832/9781853599996

Pellegrino J. W. (2014). Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress. Psicología Educativa, 20(2), 65–77. https://doi.org/10.1016/j.pse.2014.11.002

Stein Z. (2016). Social justice and educational measurement. Routledge. https://doi.org/10.4324/9781315670379

Wilson M. (2018). Making measurement important for education: The crucial role of classroom assessment. Educational Measurement: Issues and Practice, 37(1), 5–20. https://doi.org/10.1111/emip.12188

Zhao Y. (2020). Two decades of havoc: A synthesis of criticism against PISA. Journal of Educational Change, 21(2), 245–266. https://doi.org/10.1007/s10833-019-09367-x