Pupil commentary on assessment for learning

By Bronwen Cowie. 2005

136 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4b7a4e82f4f2f5ab70e1e18a51b32d20370bdd93

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical education (2010, background): “The importance of student engagement and of seeking their perceptions and experiences of learning is widely supported (Flutter and Rudduck 2004; Cowie 2005; Munns and Woodward 2006).”
Making formative assessment discernable to pre‐service teachers of science (2010, background): “As teacher educators, we must collaboratively and ceaselessly confront the complexities inherent to preparing new teachers to address the purposes and relationships that are interwoven in the dynamic interaction of formative assessment (Cowie, 2005; Pryor & Torrance, 1998).”
Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice (2014, background): “Those who advocate self-assessment as an important dimension of AfL might argue that pupils need to learn some of these skills and need to be ‘specifically inducted’ into the processes outlined (e.g. Cowie, 2005; Kostons, van Gog, & Paas, 2012; Read & Hurford, 2010).”
Student perceptions of classroom feedback (2013, background): “In Cowie’s study, student participation in classroom interactions with teachers and peers was found to have: ‘multiple, and often competing, cognitive/academic, affective and social relationship purposes and consequences that they experience as inextricably intertwined’ (Cowie 2005, 150).”