Literaturnachweis - Detailanzeige
| Autor/in | Alonzo, Alicia C. |
|---|---|
| Titel | Learning Progressions that Support Formative Assessment Practices |
| Quelle | In: Measurement: Interdisciplinary Research and Perspectives, 9 (2011) 2-3, S.124-129 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1536-6367 |
| DOI | 10.1080/15366367.2011.599629 |
| Schlagwörter | Stellungnahme; Formative Evaluation; Educational Practices; Learning Processes; Classroom Techniques; Reader Response; Educational Strategies; Teaching Methods; Misconceptions; Achievement Gains; Educational Objectives; Student Evaluation |
| Abstract | Black, Wilson, and Yao (this issue) lay out a comprehensive vision for the way that learning progressions (or other "road maps") might be used to inform and coordinate formative and summative purposes of assessment. As Black, Wilson, and others have been arguing for over a decade, the effective use of formative assessment has great potential to impact student learning. However, formative and summative purposes of assessment are often in tension, particularly in the context of current accountability systems. As noted in the Black et al. article, this tension can play out in unproductive ways in classrooms. Thus coordinated systems of formative and summative assessment would have the advantage (among others) of supporting formative assessment practices that are essential for student learning. As indicated in prior comments on the Smith et al. (2006) learning progression that provides the foundation for discussion in Black et al., the author sees great potential in the use of learning progressions to support teachers' formative assessment practices. Thus in this commentary, she focuses on a small part of the vision of Black et al. In particular, she expands upon their consideration of the use of learning progressions to inform classroom-level formative assessment practices, illustrating how learning progressions might support the complex work of eliciting, interpreting, and responding to student thinking. In doing so, the author argues for the nature of the foundational research upon which learning progressions are built, calling for this research to go beyond the documentation of student misconceptions. (Contains 1 footnote.) (ERIC). |
| Anmerkungen | Psychology Press. 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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