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1.
Ruth Dann 《Curriculum Journal》2013,24(4):352-374
AbstractThis paper constructs a theoretical argument to frame feedback as a relational concept. It addresses contemporary concern that formative assessment, of which feedback is a part, is under theorised. The arguments presented link to existing theoretical and research evidence. The paper also challenges the dominant policy discourse in high stakes assessment contexts in which feedback is typically seen in technised ways to serve the need to raise measured pupil outcomes. Vygotsky’s notion of the zone of proximal development is explored as a relational space in which both teachers and learners understand differences between learning ‘now’ and learning ‘next’. Extending Vygotsky’s perspective, a socio-cultural perspective is offered, by considering the role of ‘others’, ‘language’, ‘activity’ and ‘identity’, as part of the process of sharing and understanding feedback in classrooms. The work of Holland et al. (1998), Bakhtin (1986) are central to the developing argument. The paper reveals feedback as a complex situated process, requiring mediated dynamic interaction, where feedback is appropriated as a cultural artefact by its participants. The implications of such an articulation demands a greater sense of understanding pupils’ roles in feedback and the importance of teachers enabling pupils to see themselves in new ways as future learners. 相似文献
2.
Roseanna Bourke Mandia Mentis 《Assessment in Education: Principles, Policy & Practice》2014,21(4):384-397
Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’ and ‘to assess’. This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to ‘narrate’ student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for all learners. 相似文献
3.
Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used. 相似文献
4.
《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
5.
Joan Herman Ellen Osmundson Yunyun Dai Cathy Ringstaff Michael Timms 《Assessment in Education: Principles, Policy & Practice》2015,22(3):344-367
This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research. 相似文献
6.
Jacqueline P. Leighton 《Journal of Educational Measurement》2019,56(4):793-814
If K‐12 students are to be fully integrated as active participants in their own learning, understanding how they interpret formative assessment feedback is needed. The objective of this article is to advance three claims about why teachers and assessment scholars/specialists may have little understanding of students’ interpretation of formative assessment feedback. The three claims are as follows. First, there is little systematic research of K‐12 students’ interpretations of feedback. Systematic research requires gathering substantive evidence of students’ cognitive and emotional processes using psychological methods and tools. Second, there is an overemphasis on the external assessment process at the expense of uncovering learners’ internal reasoning and emotional processes. This overemphasis may be due to vestiges of behavioral approaches and lack of training in social cognitive methods. Third, there are psychological tools such as the clinical interview, pioneered by Piaget and used by psychologists to “enter the child's mind,” which may be helpful in uncovering students’ interpretation of feedback and associated behavioral responses. If the purpose of formative assessment is to change student learning, and feedback is delivered as a conduit to help with this long‐term change, understanding students’ interpretation of feedback plays a central role in the validity of the process. 相似文献
7.
Ian Clark 《Curriculum Journal》2013,24(1):91-114
The curriculum is the totality of experiences which are planned for young learners through their education, wherever they are being educated. It determines the ethos of the school as a learning community, curriculum subjects and areas, interdisciplinary learning, and opportunities to attain personal and learning goals. An effective curriculum, which meets the needs of the twenty-first century learner improves numeracy and literacy, promotes health and well-being, and supports the social and technical skills required for learning, life and work (lifelong learning). Relatively recent developments in the policy frameworks of numerous nations have seen the implementation of an interactive style of teaching and learning called formative assessment. Formative classroom assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. This article uses a range of sources, including policy and framework documentation relating to the development and implementation of a curriculum which drives interactive assessment practices designed to make evidence of learning visible as assessment data with potentially lifelong effects. The purpose of this article is to delineate a ‘formative curriculum’ designed to drive classroom practices that create responsible citizens, confident individuals, effective contributors, and successful learners. 相似文献
8.
学习环境的未来发展趋向是:以学习为中心,鼓励学生积极参与,使其具有自我管理意识;社会性的合作学习;与学习者的动机和情感具有高度的契合性;关注学习个体间的差异;学习者在这种学习环境中没有过多的学习负荷;使用与目标相一致的评估标准,强调形成性评价的反馈;能促进学校内外以及跨学科活动间的横向连接。为适应学习环境的发展趋向,要将教师放在变革的第一线并改变教师的教育信念,提倡创新形式的教育,提高学校知识管理所发挥的作用,并关注专业化的合作和实践社区。 相似文献
9.
Pernilla Nilsson 《Teachers and Teaching》2013,19(2):188-201
In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self- and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers’ approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers’ PCK in pre-service teacher education. 相似文献
10.
自主学习要求学习者监控学习进程和评价学习效果,传统的终结性评估不适用于自主学习。构建了适用于自主学习的形成性评估模式,该模式由"学习档案袋评价""教师评价"及"学生自评和他评"构成。经过在两个教学班级一学期的教学实验,结果表明:通过对学生自主学习过程的监控和管理,形成性评估激发了学生语言学习的动机和兴趣,促进了学生学习策略形成,有效培养了学生自主学习能力。 相似文献
11.
Karen Guldberg 《British Journal of Special Education》2010,37(4):168-174
This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop ‘best practice’, practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well as learning with and through peers. 相似文献
12.
Icy Lee 《Changing English: An International Journal of English Teaching》2011,18(1):99-111
In second‐language writing, assessment has traditionally focused on the written products and how well (or badly) students perform in writing. Teachers dominate the assessment process as testers, while students remain passive testees. Assessment is something teachers ‘do to’ rather than ‘with’ students, mainly for administrative and reporting purposes (i.e. summative). Such assessment, being more retrospective than prospective, holds little value for teaching and learning. In recent years, with a major paradigm shift in assessment and evaluation in English language teaching, writing assessment informed primarily by a product and summative orientation, is considered increasingly inadequate. Such assessment, which focuses on measurement – i.e. marking, monitoring and checking, fails to capture the formative potential of assessment for promoting learning. A formative approach to assessment, on the other hand, focuses more on inquiry – i.e. discovering, diagnosing and understanding, as well as the opportunities assessment provides for improving teaching and learning. To harness the potential of formative assessment in the writing classroom, it is axiomatic that classroom assessment practices be geared towards maximizing student learning. This provides the impetus for my study, which investigates an EFL teacher's attempt to implement formative assessment in her writing classroom and its impact on her classroom practice and students' beliefs and attitudes to writing. 相似文献
13.
14.
Eileen Carnell 《Teaching in Higher Education》2013,18(1):25-40
This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints. 相似文献
15.
A key assumption underpinning formative assessment strategies is that individual pupils must be fully involved in the process. While such engagement and attention on the individual is important, studies suggest that teachers do not always readily engage with formative assessment as a reciprocal process which involves pupils. Additionally, a focus on individual differences between pupils can be problematic if the work that is set for some is differentiated to such an extent that they are not able to participate in classroom activities with others. Inclusive pedagogy is an approach to teaching and learning that attends to individual differences between pupils but avoids the marginalisation that can occur when pedagogical responses are designed only with individual needs in mind. Using participant observation and video footage from three classrooms that captured ‘learning moments’ identified by teachers and pupils, this study documents how the professional craft knowledge of teachers develops as they learn to use what their pupils have to say about learning in the context of whole class teaching. By concentrating on the findings from one site, this paper shows how teachers can use what they learn from listening to pupils’ self-assessments of their learning in ways that meet the standard of inclusive pedagogy. 相似文献
16.
形成性评价理念与方法的引入,使教师对学生的学习过程进行了全面的监控和调整,极大地丰富了现有英语教学的评价手段.形成性评价的实施为即时自主学习情境提供了学习的技能和策略,改变了自主学习者的心理特征,增强学生在社交中的中介学习能力,帮助自主学习者实现对理念、权利和权威的控制. 相似文献
17.
形成性评价是针对学生整个学习过程进行记录的评价。阐述了形成性考核的目的及专业英语课程形成性评价的构建方法,提出了适合专业英语课程的形成性评价方案,并在教学实践中加以应用。应用结果显示,形成性评价可以提高学生的独立学习能力,促进学生的自主与合作学习,加深学生对本专业的认知和对专业知识的理解程度。 相似文献
18.
Roseanna Bourke 《Assessment & Evaluation in Higher Education》2018,43(5):827-839
Incorporating self-assessment tasks in higher education involves a conceptual shift of the function of assessment for both learners and teachers. Self-assessment is an innovative assessment initiative that foregrounds ontological knowledge and professional identity in higher education, especially where external professional bodies require additional competencies for learners to be work-ready. As a tool to develop learners’ metacognitive strategies, self-assessment challenges views around learning and assessment. The defined task that constitutes ‘self-assessment’ is considered for two key reasons. First, it is essentially a tool to reflect student-staff partnership in learning and assessment if students are positioned as agentic in the assessment process, and, second, it challenges the relationship between assessment and learning; no longer dichotomous, and more culturally relevant. This paper outlines the introduction of self-assessment over three years in a university postgraduate programme. Using cultural historical activity theory, a framework of analysis that recognises multiple networks of activity, the question ‘what constitutes a self-assessment task?’ is addressed. Results show that the development of self-assessment tasks needs to be considered in the learning-assessment nexus. While these forms of assessment initially unsettle students, they are designed to enable students to participate with an eye on their learning, not the grade. 相似文献
19.
BRONWEN COWIE BEVERLEY BELL 《Assessment in Education: Principles, Policy & Practice》1999,6(1):101-116
This paper reports on the findings of a 2-year research project into the process of formative assessment in the science classrooms of 10 teachers. Formative assessment is defined as the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning. The findings indicate that the teachers used two kinds of formative assessment, planned and interactive. Planned formative assessment involved the teachers eliciting and interpreting assessment information and then taking action. It tended to be carried out with the whole class. Interactive formative assessment involved the teachers in noticing, recognising and responding, and tended to be carried out with some individual students or small groups. This paper discusses these two types of formative assessment, how they are related, how they are integral to teaching and learning processes, and how they are dependent on teachers' pedagogical knowledge. 相似文献
20.
Alison Kirton Susan Hallam Jack Peffers Pamela Robertson Gordon Stobart 《British Educational Research Journal》2007,33(4):605-627
This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assessment led to pupils taking more responsibility for their learning, contributing to improved motivation, confidence and classroom achievement, especially for lower attainers. Employing such strategies also developed teachers' conceptual understanding of formative assessment, moving some from a teacher‐centred pedagogy to one which placed pupils and their learning needs at the heart of teaching. The article concludes by discussing the implications of the project for teachers' professional development and the constraints faced by teachers in sustaining and embedding such practices. 相似文献