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ERIC Number: EJ1024509
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0969-594X
Assessment "as" Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice
Dann, Ruth
Assessment in Education: Principles, Policy & Practice, v21 n2 p149-166 2014
This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment "as" learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their self-regulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A