A socio‐cultural theorisation of formative assessment

By J. Pryor, B. Crossouard. 2008

306 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/4762ed30a0f9172ac6e8e6b1927cc55392297764

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Citations in the corpus

Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback (2011, background): “Pryor and Crossouard ( 2008 ) position the role of feedback within a formative assessment model that not only considers content of learning but also allows for critical consideration of learning as a wider process of becoming.”
Debriefing as formative assessment: closing performance gaps in medical education. (2008, background): “While both instructors and students often understand the main curriculum of improving clinical skills or teamwork, the ‘‘hidden curriculum’’ of assessment includes implicit feedback about how well the trainee is performing a new professional role, such as being a doctor.(22) Summative assessments, s”
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.”
Moving feedback forward: theory to practice (2013, background): “Pryor and Crossouard ( 2008 ) consider the role of feedback within a formative assessment model that allows student learning to be seen in the context of a wider process of self-awareness.”
Inclusive pedagogy in action: getting it right for every child (2018, background): “Consistent with Pryor and Crossouard’s (2008) typology of convergent and divergent formative assessment practices (outlined in Table 1), divergent assessment practices are interactive and iterative, whereas convergent assessment practices are based on a view of knowledge as a body of facts that can ”
The effectiveness of formative assessment: student views and staff reflections (2020, background): “Pryor and Crossouard (2008, 2010) see formative assessment as taking place when student work is responded to and evidence is given on what constitutes good learning.”
Assessment and learning: fields apart? (2017, background): “…requirement to specify what is to be mastered (Bloom, 1956; Gagné, 1985); to cognitive/ constructivist theory’s emphasis on cues in concept formation (Bartlett, 1932; Bruner, 1960); or sociocultural theory’s emphasis on constructing the classroom learning contract (Pryor & Crossouard, 2008).”
Assessment for learning: a catalyst for student self-regulation (2017, background): “(Klenowski 2009, 264) In keeping with this definition and contemporary notions of learning, Pryor and Crossouard (2008) have described AfL as ‘an inter-subjective social process, situated in, and accomplished by, interactions between students and teachers’ (4). where the terms formative assessment…”
Forms of assessment and their potential for enhancing learning: conceptual and cultural issues (2008, background): “It is this potential that has brought formative assessment to the attention of policymakers and at the same time has led to considerable research and development efforts to enhance teacher capacity to use formative assessment as a means to improve student learning in their classrooms (Torrance and P”
Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning (2013, background): “In accord with Ecclestone (2002), Pryor and Crossouard (2008) and Torrance and Pryor (1998) among others, I suggest that it is children’s learning autonomy in its fullest sense that is ultimately valuable in AfL, and it therefore becomes important to find out from the children themselves how their…”