Affiliation, Autonomy and Assessment for Learning

Autor/in	Willis, Jill
Titel	Affiliation, Autonomy and Assessment for Learning
Quelle	In: Assessment in Education: Principles, Policy & Practice, 18 (2011) 4, S.399-415 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2011.604305
Schlagwörter	Expertise; Communities of Practice; Personal Autonomy; Teacher Student Relationship; Foreign Countries; Student Evaluation; Formative Evaluation; Middle School Students; Middle School Teachers; Middle Schools; Qualitative Research; Interviews; Australia + Suchen Sie Ihr Suchwort? Expert appraisal; Community; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Schulnote; Studentische Bewertung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Interviewing; Interviewtechnik; Australien
Abstract	Assessment for Learning (AfL) is an international assessment area of interest, yet, during 20 years of AfL research, the desired outcome of increased learner autonomy remains elusive. This article analyses AfL practices in classrooms as students negotiated identities as autonomous learners within a classroom community of practice. A sociocultural theoretical framework informed the analysis of three case studies conducted in Queensland middle school classrooms. Key findings include the importance of the teacher-student relationship, viewing AfL as patterns of participation that develop expertise, and learner autonomy as a negotiated learner identity within each classroom context. (As Provided).
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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10