ERIC Number: EJ691054
Record Type: Journal
Publication Date: 2005-Jun
Reference Count: 24
Assessment for Learning? Thinking Outside the (Black) Box
Cambridge Journal of Education, v35 n2 p213-224 Jun 2005
This article draws on a survey of 83 teachers, to explore the concepts of 'assessment for learning', 'assessment' and 'learning'. 'Assessment for learning' is categorized as meaning: monitoring pupils' performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children's learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment-as-measurement and assessment-as-inquiry. These conceptions are related to two conceptions of learning: learning-as-attaining-objectives and learning-as-the-construction-of-knowledge. The conceptions of assessment-as-measurement and learning-as-attaining-objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student's learning processes and products.
Descriptors: Learning Processes, Feedback, Student Evaluation, Educational Assessment, Student Participation, Foreign Countries, Measurement Techniques, Measures (Individuals)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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