Learning How to Learn and Assessment for Learning: a theoretical inquiry

By Paul Black, R. Mccormick, M. James, David Pedder *. 2006

247 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/05ee39d6b975f37142393196d7c8f9add6d632d1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Learning how to learn: the dynamic assessment of learning power (2007, background): “Black et al. (2006) argue that a focus on learning to learn and assessment for learning in schools is important particularly when it leads to the promotion of ‘autonomous learning’ or, as they prefer to say, ‘intentional learning’.”
Promoting professional inquiry for improved outcomes for students in New Zealand (2009, background): “, 2006 ) has established that when students have an understanding of these elements of lessons, they are able to establish meta‐cognitive and self‐regulatory learning processes that accelerate their achievement.”
Computer game design: Opportunities for successful learning (2008, background): “In their overview of research issues relating to A Curriculum for Excellence Christie and Boyd raise the question of meta-cognition: ‘‘how can pupils be encouraged to be reflective – to ‘learn how to learn’?’’ (Christie & Boyd, 2007; p. 2). Black et al. (2006) observe that successful learners use ”
Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, background): “Drawing on Shulman (1986), Broadfoot (1996) and Mockler (2011), we propose that teachers’ beliefs about assessment, some of which are informed by their personal assessment histories, also shape assessment identity.”
Teachers learning how to learn (2009, unknown): “learning something (Black et al. 2006).”
Developing the theory of formative assessment (2009, background): “These are particularly relevant to the development of students’ own capacity to learn how to learn and to learner autonomy (Black et al. 2006).”
Assessment of learning, for learning, and as learning: New Zealand case studies (2009, background): “In this qualification environment pedagogy was based on a transmission view of knowledge using largely didactic techniques that did not allow students to be active in the construction of knowledge (Black et al. 2006).”
How teachers engage with Assessment for Learning: lessons from the classroom (2006, background): “These procedures were always seen as a ‘Trojan horse’ for a particular view of pedagogy (Black et al., 2006).”
Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1 (2007, background): “The findings on which this paper is based derive from a Learning and Skills Research Centre (LSRC) funded research project, ‘The impact of different modes and methods of assessment on achievement and progress in the learning and skills sector’ (additional support was provided by City & Guilds and th”