Formative Assessment: Possibilities, Boundaries and Limitations

Autor/in	Elwood, Jannette
Titel	Formative Assessment: Possibilities, Boundaries and Limitations
Quelle	In: Assessment in Education: Principles, Policy and Practice, 13 (2006) 2, S.215-232 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Rezension; Stellungnahme; Book Reviews; Formative Evaluation; Comparative Analysis; Foreign Countries; Accountability; Case Studies; Literature Reviews; Educational Practices; Textbook Evaluation; Australia; Canada; Denmark; Finland; Italy; New Zealand; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Book reviewing; Book review; Rezension; Ausland; Verantwortung; Case study; Fallstudie; Case Study; Bildungspraxis; Australien; Kanada; Dänemark; Finnland; Italien; Neuseeland
Abstract	This review essay describes in detail two recent publications: "Formative Assessment: Improving Learning in Secondary Classrooms" (Centre for Educational Research and Innovation [CERI], 2005, Paris, OECD) and "Towards Coherence Between Classroom Assessment and Accountability" ("The 103rd Yearbook of the National Society for the Study of Education, Part 2," Mark Wilson [Ed.], 2004, Chicago, IL, Chicago University Press). This reviewer identifies the key themes and focus of each book, and provides a critique of the main aspects of the work. He concludes that these two books illustrate in very different ways the impact on teachers' practice of the acceptance and use of new assessment methods as part of their pedagogy. Although written for very different audiences, both books advocate the possibilities that formative assessment can bring to assessment regimes and add to the body of literature on this topic. (Contains 2 notes.) (ERIC).
Anmerkungen	Routledge. 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/default.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10