Assessment, Teaching and Theories of Learning

By M. James. 2006

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Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning (2013, background): “Within this view of learning, assessment encompasses a range of practices that include, for example, performance assessment, classroom-based assessment and formative assessment (see, e.g., Birenbaum, 1996; Black & Wiliam, 1998; Fox, 2008; Gipps & Stobart, 2003; James, 2006; Moss, 2008).”
Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students (2010, background): “The increasing interest in formative assessment practices in higher education would therefore seem to be a better fit with constructivist views, recognising the societal dimensions of learning (James 2006; Pryor and Crossouard 2008) and providing a more productive solution to meeting students’ learn”
How teachers engage with Assessment for Learning: lessons from the classroom (2006, background): “1 Much of the work on formative assessment has come out of what might broadly be called cognitive constructivist theories of learning (James, 2006).”
A socio‐cultural theorisation of formative assessment (2008, background): “Recently Black and Wiliam (2006) have moved towards socio-cultural learning theories (Engeström, 1987), even if in the same volume James (2006) acknowledges that little work has been done to theorise assessment from a socio-cultural perspective.”