Formative Assessment as Mediation

Autor/inn/en	De Vos, Mark; Belluigi, Dina Zoe
Titel	Formative Assessment as Mediation
Quelle	In: Perspectives in Education, 29 (2011) 2, S.39-47 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Formative Evaluation; Student Evaluation; College Students; Higher Education; Scoring Rubrics; Constructivism (Learning); Behaviorism; Evaluation Criteria; Criterion Referenced Tests + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Scoring formulas; Auswertungsbogen; Behaviourism; Behaviorismus
Abstract	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. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10