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ERIC Number: EJ912803
Record Type: Journal
Publication Date: 2011-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0969-594X
Using Formative Assessment to Support Complex Learning in Conditions of Social Adversity
Crossouard, Barbara
Assessment in Education: Principles, Policy & Practice, v18 n1 p59-72 Feb 2011
This article reports on research into formative assessment within a task design that produces multiple opportunities for teacher and pupil dialogue. It draws upon in-depth case studies conducted in schools in socially deprived areas of Scotland, using policy and documentary analysis, video-observation, and an iterative series of interviews with pupils and teachers. The research confirmed the power of this task design, and teachers' skilfulness in deploying it, but raises questions about the understandings of assessment that supported teachers' criteria development, and the ways criteria were brought into classroom dialogue. A large disjuncture is identified between assessing the complexities of these tasks and the assessment vocabularies inherited by teachers. Relational understandings of teaching, learning and assessment that better address teacher "positionality" are suggested as useful for supporting a standards-based approach to assessment, as well as for addressing issues of social equity. (Contains 1 note and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)