Moving from Association to Mediation: A Sociocultural Approach to Assessment

Autor/inn/en	Eun, Barohny; Knotek, Steven E.
Titel	Moving from Association to Mediation: A Sociocultural Approach to Assessment
Quelle	In: Research in Education, 112 (2022) 1, S.3-19 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eun, Barohny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/0034523720975430
Schlagwörter	Evaluation Methods; Sociocultural Patterns; Psychological Patterns; Teaching Methods; Learning Processes; Outcomes of Education; Student Evaluation; Correlation; Associative Learning; Test Format; Educational Objectives; Cognitive Development; Evidence; High Stakes Tests; Standardized Tests; Grade 3; Elementary School Students; Reading Tests; Educational Change; Accountability; North Carolina + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Korrelation; Testentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Kognitive Entwicklung; Evidenz; Standadised tests; Standardisierter Test; School year 03; 3. Schuljahr; Schuljahr 03; Lesetest; Bildungsreform; Verantwortung
Abstract	A Vygotskian approach to assessment is proposed by invoking the distinction between the development of lower and higher psychological functions. Higher psychological functions are specifically human and develop with the use of cultural tools via mediation. Accordingly, a distinction is made between tests that are based on association, which have lower psychological processes as their object of measurement and tests based on mediation that target higher psychological processes. Within a Vygotskian framework of human development, the goal of effective education (i.e., teaching and learning in formal contexts) is developing higher psychological functions. Therefore, assessment, whose purpose is to assess the outcomes of educational processes, should be capable of gathering evidence of the development of higher psychological functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01