Teachers' summative practices and assessment for learning – tensions and synergies

By W. Harlen. 2005

434 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0c67acf270ed34533e29b78b7d508c53990f255c

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In Education

Citations in the corpus

Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten (2008, positive): “Teachers’ judgments of children’s abilities are particularly important as they are used to refer children for special services, place children into ability groupings and inform parents, administrators and other teachers about children’s competencies that establish expectations for their performance ”
Getting to the heart of authentic Assessment for Learning (2011, neutral): “Harlen is a particular authority on the relationship between formative and summative assessment (see for example Harlen 2005, 2006, 2008; Harlen and James 1997).”
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature (2016, background): “have a negative impact on students’ motivation towards learning (Harlen 2005).”
Developing mathematical resilience (2010, background): “The current system of teaching and testing seems to develop in learners an entity or fixed theory of learning (Dweck 2000, Harlen, 2005) that makes them believe that they are either good at mathematics or they are not.”
Test, measurement, and evaluation: Understanding and use of the concepts in education (2020, background): “When there is an alignment of assessment with learning, teaching and content knowledge, test scores turn to be valid [33].”
Using principles of authentic assessment to redesign written examinations and tests (2019, background): “Tests induce anxiety, a ﬀ ecting self-esteem and self-perceptions as learners, especially if they have previously had bad experiences (Harlen, 2005).”
Clarifying the purposes of educational assessment (2007, background): “It is not hard to see how statements of the following kind might mislead the unwary reader toward this kind of inference: ‘… can this rich but sometimes inconsistent information be used for summative assessment purposes as well as for formative assessment, for which it is so well suited?’ ( Harlen, ”
Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, background): “Despite these tensions, Carless (2011) and Harlen (2005) argue that it is more beneficial to integrate AfL/AaL into AoL at the classroom level, because teachers cannot ignore examinations in real teaching life.”
The centrality of teachers’ judgement practice in assessment: a study of standards in moderation (2010, background): “When working towards consistent assessment based on teacher judgement there is a need to consider how information about aspects of students’ behaviour or knowledge of gender, special educational needs, or the general or verbal ability of a student can impact on teachers’ judgements of performance in”