Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice
By R. Dann. 2014
178 citations recorded by the source corpus.
This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment as learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their self-regulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/077f623d1aa36b0a4bb94c2c743f3a3d2b7c24a5
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In Education
Citations in the corpus
- Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, background): “…agents who develop a critical inquiry stance and metacognitive capacity in self-evaluating the strengths and weaknesses of their writing development in relation to specific criteria-referenced rubrics and exemplars (Andrade and Du 2007; Dann 2002, 2014; Earl 2013; Nicol and Macfarlane-Dick 2006).”