Assessment for Learning: Research That Is Convincing (Part 1)

Autor/in	Harlen, Wynne
Titel	Assessment for Learning: Research That Is Convincing (Part 1)
Quelle	In: Education in Science, (2009) 231, S.30-31 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1377
Schlagwörter	Formative Evaluation; Educational Innovation; Educational Change; Evidence; Educational Research; Educational Practices; Educational Development; Educational Policy; United Kingdom + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Bildungsreform; Evidenz; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Bildungsentwicklung; Politics of education; Bildungspolitik; Großbritannien
Abstract	What began as formative assessment, now also known as assessment for learning (AfL), is a set of ideas and practices that has--for an educational innovation--an unusually good research pedigree. In the past decade, these ideas and practices have been incorporated into national education policies in all four countries of the UK, although with inevitable "interpretations" and differences to suit particular policy contexts. The concept of a formative use of assessment is not new and did not start with the review by Black and Wiliam (1998), although that was a landmark in its emergence. It underpinned all the notions of "matching" and finding where pupils had reached, in order to help them forward, that were discussed in the '60s and '70s and were evident in the Plowden report on primary education. Nevertheless, there is a great difference between what happened before and after 1998. In this article, the author discusses the research evidence in these two periods. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1707-283000; Fax: +44-1707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10