ABSTRACT
The chapters in Part IV continue to examine assessment practices and outcomes from the perspectives of those whose lives they most affect. In Part III, the authors did this from the immediacy of particular classroom assessment situations. Here, we explore some meanings of assessment practices in the lives of individuals and groups and the values and interpretations they bring to them. In doing so, we examine some ways in which assessment practices and outcomes are mediated and contested, drawing on wider sets of meanings than those generated by official policy and practice.
