Assessment for learning? Thinking outside the (black) box

By E. Hargreaves. 2005

256 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/34f2ae046930be885f43e060dee5cc7f4223c900

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In Education

In Human Factors and Ergonomics

Citations in the corpus

The validity of collaborative assessment for learning (2007, background): “Tutors and students participating in the Masters Degree module about assessment for learning at the Institute of Education, London University, UK, resolved to turn an obligatory summative assessment into a learning event (Hargreaves, 2005).”
Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning (2013, background): “In a survey of 83 teachers and headteachers reported by Hargreaves (2005), one subsection of respondents defined AfL as teachers learning about children’s learning.”
Inclusive pedagogy in action: getting it right for every child (2018, background): “Consistent with other research on teachers’ formative assessment practices that purport to involve self-assessment (e.g. Hargreaves 2005; Pryor and Crossouard 2010), the pupils’ self-assessment practices were based on the tick list approach and were controlled firmly by Sally.”
A socio‐cultural theorisation of formative assessment (2008, background): “Indeed Hargreaves’s ( 2005 ) survey found different conceptions of learning underpinning teachers’ understandings of formative assessment, one where assessment was equated with measurement, and the other where assessment was more a process of co‐inquiry (p.”
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020, background): “The focus is on classroom interaction and dialogue in a process of discovering, reflecting, understanding, and reviewing (Hargreaves, 2005).”
Assessment of learning, for learning, and as learning: New Zealand case studies (2009, background): “The fabrication of results by students at River Valley in the summative investigation suggests they did indeed know how ‘to play the game’, and raises concern about the validity of the assessment and the learning (Hargreaves 2005).”