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ERIC Number: EJ945852
Record Type: Journal
Publication Date: 2011-Jun
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0258-2236
Formative Assessment as Mediation
De Vos, Mark; Belluigi, Dina Zoe
Perspectives in Education, v29 n2 p39-47 Jun 2011
Whilst principles of validity, reliability and fairness should be central concerns for the assessment of student learning in higher education, simplistic notions of "transparency" and "explicitness" in terms of assessment criteria should be critiqued more rigorously. This article examines the inherent tensions resulting from CRA's links to both behaviourism and constructivism and argues that more nuance and interpretation is required if the assessor is to engage his/her students with criterion-based assessment from a constructivist paradigm. One way to negotiate the tensions between different assessment ideologies and approaches meaningfully is to construe assessment as "mediation". This article presents an example assessment rubric informed by John Biggs' (1999) SOLO Taxonomy.
Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A