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Assessment is a key area of interest and debate in education. Its increased use by governments as a means of influencing educational practice are now features of the educational scene. This volume reviews such developments and explores the impact of assessment on all areas of education, from teaching skills to policy-making.

This book contends that the discourse of genetics is recombining our understanding of who we are and the state of our health by redefining what it means to be competent, knowledgeable, responsible and proactive in our professional, clinical and personal lives. It highlights the communicative practices engaged by participants and professionals in genetics clinics as they collectively recombine diverse forms of knowledge to produce new understandings of health and self.