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Troubling Targets and SchoolNeeds: Assessing Behaviour in the Classroom Context
Author(s) -
Margerison Andy,
Rayner Steve
Publication year - 1999
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.00108
Subject(s) - numeracy , psychology , context (archaeology) , action (physics) , literacy , pyramid (geometry) , developmental psychology , pedagogy , mathematics education , cognitive psychology , social psychology , geography , physics , quantum mechanics , optics , archaeology
Andy Margerison and Steve Rayner argue that assessing pupils with emotional and behavioural difficulties (EBD) must now form an essential part of school improvement. They affirm that there is no basic difference between the processes required to assess the nature and treatment of EBD and that of literacy and numeracy difficulties. They conclude that teacher judgements alone cannot be relied on in this area and propose a ‘pyramid of action’.