Assessment for Learning in the Classroom

Black, Paul; Harrison, Christine; Lee, Clare; Marshall, Bethan; Wiliam, Dylan

doi:10.4135/9781446250808.n2

Cited by 148 publications

(139 citation statements)

References 29 publications

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“…For example, Black and Wiliam (2006) established specific conditions needed to successfully apply formative assessment. While also investigating formative assessment practices in science education, Cowie and Bell (1999) offered a dual cycle of planned and spontaneous interaction model of assessment.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although there has been major efforts in the last twenty years to develop a unified theory of assessment for the educational context that takes into account the culture of learning (Black & Wiliam, 2006;Gipps, 1994;Pryor & Crossouard, 2008;Shepard, 2000), higher order learning skills and competencies (Leighton & Geirl, 2007) and professional judgment within a standards-based environment (Guskey, 2009), such initiatives still fall somewhat short of the exhaustiveness and comprehensive theory needed to cover the complex and ISSN 1948-5476 2010 multidimensional nature of assessment. Despite this shortfall, teacher development programs should still consider applying introspective learning approaches, like the one used in this study, to encourage pre-service teachers to explore the theoretical underpinnings of assessment issues that they self-identify.…”

Section: Summary Of Findingsmentioning

confidence: 99%

“…Existing literature on teachers' views of assessment issues has produced results that have significantly informed the knowledge base and teaching development programs (i.e. Black & Wiliam, 2006;Brookhart, 1993;1999;Guskey, 2009;Harris, Irving, & Peterson, 2008;McMillan, 2000;Saxe, Gearhart, Franke, Howard, & Crockett, 1999;Stiggins, 1990Stiggins, , 2004Stiggins, Friesbie & Griswold, 1989). However additional investigations of pre-service teachers' pre-conceptions and level of awareness regarding the topic would further validate and substantiate this knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Pre-service Teachers’ Thinking about Student Assessment Issues

Simon

Chitpin

Yahya³

2010

IJE

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Pre-service teachers are typically concerned with student assessment and view related issues through varied experiences and backgrounds. Understanding how they think about assessment issues within the current educational context helps to better prepare them. In this paper we describe pre-service teachers' thinking about assessment issues, the theories that underlie their thinking, and how it evolves as a result of using an introspective critical approach called the objective knowledge growth framework. The framework combines the diary and the think aloud protocol and brings pre-service teachers to identify initial assessment problems, propose tentative solutions, and challenge their solutions. Thirty-one pre-service teachers took part in this study and received a one hour workshop on the use of the introspective approach to solve their self-identified assessment issues. Brookhart's 'Tensions in Classroom Assessment Theory and Practice' framework was then used to explore the theories at play when pre-service teachers go through their problem solving processes. The participants identified group work, test failure, accommodation, fairness, multiple assessment opportunities, and academic enablers as key areas of concern. Particularly notable in the study, was the greater importance attached by the pre-service teachers to assessment for classroom management, student motivation, and social justice purposes, than to support learning. The analysis of these concerns using Brookhart's framework and of the reasoning about them suggests that the intersection of measurement, psychological, and social theories continues to impact the decision making process regarding assessment.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Summary Of Findingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pre-service Teachers’ Thinking about Student Assessment Issues

Simon

Chitpin

Yahya³

2010

IJE

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“…aujourd'hui, l'évaluation qui prend la forme d'un soutien explicite aux apprentissages plutôt que celle d'une sanction et qui, selon plusieurs experts (allal & Mottier lopez, 2005 ;Black & wiliam, 2006 ;cizek, 2009 ;laveault, 2009 ;scallon, 2000, offrirait des possibilités d'amélioration et de correction des processus d'apprentissage, trouve une pertinence accrue en raison du contexte de réformes éducatives conduites dans plusieurs pays qui visent à accroître la réussite scolaire. en conséquence, depuis une dizaine d'années, les recherches se multiplient telles qu'en témoignent les initiatives internationales, par exemple celle de l'organisation de coopération et de développement économiques (2005) appelée l'évaluation formative : pour un meilleur apprentissage dans les classes secondaires, ainsi que les initiatives nationales telles que celle de l'écosse appelée A ssessment is for learning programme (voir la description qu'en font hayward, Priestley & young, 2004).…”

Section: Introductionunclassified

Un panorama de la recherche sur l’évaluation formative des apprentissages

Morrissette

2014

mee

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Initialement, la recherche sur l’évaluation formative des apprentissages relevait d’initiatives isolées, sans qu’il n’y ait de significations partagées dans la communauté scientifique, rendant difficile l’élaboration d’un portrait de cette recherche. Quarante ans plus tard, et sous l’impulsion des études qui se sont multipliées avec la vague de réformes éducatives dans les sociétés occidentales depuis une dizaine d’années, il devient possible de se donner une représentation du domaine aujourd’hui constitué. Il se démarque maintenant diverses tendances en recherche, regroupées autour de différents objets spécifiques rattachés à l’évaluation formative. Cette contribution vise à tracer un panorama de cette recherche en prenant en compte ce qui se fait tant dans le monde francophone qu’anglophone. Comme on le verra, aux côtés des démarches instrumentales bien connues, émergent maintenant des démarches plus informelles relevant de stratégies mises en place par l’enseignant dans le flux des interactions en classe.Initially, research on formative assessment of learning resulted from isolated initiatives, without having shared meaning in the scientific community, rendering its portrait difficult. Forty years later, and with the multiplication of studies resulting from the wave of educational reforms in western societies in the past decade, it now becomes possible to gain a clear scope of the constituted field. It now distinguishes itself by various tendencies of research, gathered around different objects specifically attached to formative assessment. This contribution aims to give an overview of this research by considering what is done both in the Francophone and the Anglophone communities. As we will see, parallel to well known instrumental reasoning, now emerges informal methods stemming from strategies put into place by teachers in the flow of interactions taking place in the classroom.Inicialmente, a investigação sobre a avaliação formativa das aprendizagens resultava de iniciativas isoladas, sem que houvesse significações partilhadas pela comunidade científica, tornando difícil a elaboração de um retrato desta mesma investigação. Quarenta anos mais tarde, e sob o impulso dos estudos que se multiplicaram com a vaga de reformas educativas das sociedades ocidentais na última década, tornou-se possível construir uma representação do domínio hoje em dia constituído. Com efeito, é possível distinguir actualmente diversas tendências na investigação, agrupadas em torno de diferentes objectos específicos ligados à avaliação formativa. esta contribuição pretende traçar um panorama desta investigação, tendo em conta o que se faz tanto no mundo francófono como no mundo anglófono. Como se verá, ao lado de procedimentos instrumentais bem conhecidos, emergem agora procedimentos mais informais resultantes de estratégias desenvolvidas pelo professor no fluxo de interacções com a turma

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“…Mais c'est surtout à la suite des travaux de Bloom, hasting et Madaus (1971) qu'elle est associée de façon plus précise à l'évaluation des apprentissages des élèves, et que l'idée d'une affiliation entre l'évaluation et une fonction de soutien aux apprentissages commence à intéresser la communauté scientifique. Plusieurs experts tels que Black et wiliam (2006), Perrenoud (1998) actuellement, en raison d'un contexte de réformes curriculaires dans de nombreux pays occidentaux, dont la visée consiste à amener un plus grand nombre d'élèves à franchir le processus de scolarisation avec succès, l'évaluation formative des apprentissages est propulsée au coeur des pré -occupations. en effet, la recherche foisonne depuis quelques années de cet objet de recherche : des organisations internationales telles que le centre pour la recherche et l'innovation dans l'enseignement (ceri, 2005) et plusieurs équipes de chercheurs et chercheuses multiplient les investigations dans ce contexte.…”

Section: Introductionunclassified

La portée d’une perspective socioculturelle de l’évaluation formative

Morrissette

2014

mee

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Une conception socioculturelle de l’évaluation formative des apprentissages devient une tendance en recherche, renvoyant à une pratique interprétative qui se déploie dans des jeux d’interdépendance au sein des interactions en classe. Cet article vise à situer la contribution de cette conception à partir de différentes modélisations de la mise en oeuvre de l’évaluation formative et de notre investigation de terrain sur les savoirs pratiques d’enseignantes en cette matière. Comme on le verra, ces récents travaux élargissent la conceptualisation de l’évaluation formative et suggèrent que les prospectives en recherche logent à l’enseigne d’une conception sociale, c’est-à-dire discursive et située.

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Assessment for Learning in the Classroom

Cited by 148 publications

References 29 publications

Pre-service Teachers’ Thinking about Student Assessment Issues

Pre-service Teachers’ Thinking about Student Assessment Issues

Un panorama de la recherche sur l’évaluation formative des apprentissages

La portée d’une perspective socioculturelle de l’évaluation formative

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