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ERIC Number: EJ993288
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0260-7476
Misunderstood and Neglected? Diagnostic and Formative Assessment Practices of Lecturers
Kemp, Sandra; Scaife, Jon
Journal of Education for Teaching: International Research and Pedagogy, v38 n2 p181-192 2012
Diagnostic and formative assessment practices have been widely endorsed in the educational research literature. This article reports the findings of a small-scale study which investigated the extent to which these practices have been embraced in classroom teaching. The interview data from six lecturers and six students at a polytechnic in Singapore illustrate how lecturers described their strategies and students experienced them. The data indicate that, among the research participants, there was little clear evidence to suggest that diagnostic and formative assessment were coherently conceptualised or strategically applied. Further, instances of pedagogical actions that could have been taken as applications of diagnostic and formative assessment appeared to have occurred serendipitously rather than purposefully. The implications of this for the students' learning are discussed.
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 - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore