ABSTRACT
In the last chapter I examined the relationship between external events in schools and classrooms, and the internal conceptual structures that help to shape those events; I argued that the inside of a teacher’s head can be read as a conceptual map of the outcomes striven for in everyday practices. In this chapter I consider three of the concepts that I believe play an important part in the development of effective practice, including the practice of assessment. They are the concepts that were introduced in the discussion of Jason’s learning in Chapter 1, the concepts of rights, responsibilities and power.
