Abstract: Advocates of reform of mathematics curricula frequently call for the introduction of more authentic forms of assessment. This is often associated with an intention to increase the accessibility of mathematics education and qualifications for all students. This article develops a critical perspective on this notion. Drawing on Bernstein's theory of pedagogic discourse, it is argued that forms of assessment advocated by 'reform' pedagogies involve the use of criteria thatare either implicit or require expert knowledge to operationalize. Dependence on such criteria is likely to disadvantage students from certain social groups.
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