Leveraging Disciplinary Practices to Support Students' Active Participation in Formative Assessment

Autor/inn/en	Cowie, Bronwen; Moreland, Judy
Titel	Leveraging Disciplinary Practices to Support Students' Active Participation in Formative Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 2, S.247-264 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2015.1015960
Schlagwörter	Foreign Countries; Intellectual Disciplines; Student Participation; Formative Evaluation; Student Attitudes; Educational Practices; Personal Autonomy; Learning Processes; Biotechnology; Scientific Concepts; Science Instruction; Interviews; Observation; Middle School Students; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Geisteswissenschaften; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Bildungspraxis; Individuelle Autonomie; Learning process; Lernprozess; Biotechnologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Beobachtung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Neuseeland
Abstract	Studies of disciplinary work have converged with studies of classrooms to highlight the social and cultural nature of disciplinary knowledge and practices, and of classroom learning and assessment. For students to become discerning and autonomous/authoring learners, classroom assessment needs to ensure students experience what it means to exercise discernment as part of collective and individual decision-making. In this paper, we adopt a sociocultural lens and focus on student appreciation and use of disciplinary norms and practices within a classroom community of scholars as both a means and an end for learning and its assessment. We illustrate student responses to the way their primary teacher combined disciplinary norms with formative assessment practices to help them appreciate and experience how knowledge is generated and warranted within biotechnology. We argue that when sources of authority are distributed and used to scope possibilities, students experience learning as the development of autonomy and discernment. (As Provided).
Anmerkungen	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	2020/1/01