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Why Assess Learning Potential?

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Cultural Diversity and Learning Efficiency

Abstract

In this chapter, we attempt to set out the reasons why the assessment of learning efficiency is frequently to be preferred to the more traditional forms of assessment widely used hitherto. There are two main directions to the argument. Firstly, traditional assessment procedures are demonstrably unfair to many ethnic minority groups. Secondly, there are sound theoretical reasons, increasingly backed by research evidence, for believing that the assessment of learning efficiency is more relevant to the determination of the appropriate educational provision for a child than are traditional procedures.

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Authors
  1. Rajinder M. Gupta
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  2. Peter Coxhead
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Editor information

Editors and Affiliations

  1. Child Advisory and Psychological Service, Erdington, Birmingham, UK

    Rajinder M. Gupta (educational psychologist) (educational psychologist)

  2. University of Aston, UK

    Peter Coxhead (Lecturer in Computing Science) (Lecturer in Computing Science)

Copyright information

© 1988 Rajinder M. Gupta and Peter Coxhead

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Gupta, R.M., Coxhead, P. (1988). Why Assess Learning Potential?. In: Gupta, R.M., Coxhead, P. (eds) Cultural Diversity and Learning Efficiency. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-19131-4_1

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