A Situative Response to the Conundrum of Formative Assessment

Autor/in	Hickey, Daniel T.
Titel	A Situative Response to the Conundrum of Formative Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 2, S.202-223 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2015.1015404
Schlagwörter	Formative Evaluation; Educational Assessment; Learning Theories; Educational Technology; Design Requirements; Summative Evaluation + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Learning theory; Lerntheorie; Unterrichtsmedien; Design preferences; Gestaltungsmittel
Abstract	While formative assessment is popular, it is difficult to evaluate and improve. In some settings, it may actually reduce disciplinary learning by competing with other more productive activities, making those activities less engaging, and narrowing curricular goals. Situative approaches to educational assessment offer a solution by (a) blurring the distinction between instruction and assessment, (b) moving beyond the intended "purposes" of assessment to focus on actual "functions" and (c) using the same assessment to accomplish multiple functions. Framing instruction, assessment and testing as primarily social practices and placing them on a continuum of assessment formality offers a coherent framework for aligning learning across different assessments and balancing functions within particular assessments. This paper introduces an approach called "Participatory Assessment" that has been used successfully to enhance (a) communal engagement, (b) individual knowledge and (c) aggregated achievement of standards, while (d) providing valid evidence of those refinements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01