The Role of Assessment in a Learning Culture

By L. Shepard. 2000

2,352 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/724b7cff87d4fc20c8c4f3928cc2241a4b8431fa

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Citations in the corpus

A Historical Perspective on Validity Arguments for Accountability Testing (2005, background): “…in constructivism, new pedagogical theory brought new ideas about the role of assessment in and for learning (Stiggins, 2002) and increasing attention to students’ self-assessment, ideas which also ground today’s interest in classroom and formative assessment (see Shepard, 2000; and section below).”
Firsthand learning through intent participation. (2003, background): “The difference is crucial in efforts to transform schools and to evaluate formal and informal educational institutions (Shepard, 2000).”
Pre-service primary teachers’ conceptions of creativity in mathematics (2010, background): “Shepard (1991, 2002) argues that this measurement approach to classroom assessment reflected by standardised tests and teacher-made emulations of those tests is essentially incompatible with the central ideas underpinning constructivism and only serves as a barrier to the implementation of the idea”
Assessment Techniques and Students’ Higher-Order Thinking Skills (2016, background): “As well as, assessment should be more than an event inserted at the end of a learning period (Shepard, 2000).”
Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, background): “…impact of externally-conducted accountability and high stakes certification examinations but also the need for quality classroom assessment in teacher practice (Baird, Hopfenbeck, Newton, Stobart, & Steen-Utheim, 2014; Black, McCormick, James, & Pedder, 2006; Black & Wiliam, 1998; Shepard, 2000).”
Formative assessment: Caveat emptor (2005, background): “Recently, this robust and wellresearched knowledge base has made its way back across the oceans, offering great promise for shifting classroom practices toward a culture of learning (Shepard, 2000; Stiggins, 2002).”
Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name? (2008, background): “Learning, as suggested by Shepard (2000) is an active process of mental construction and sense making.”
Students’ conceptions of assessment: Links to outcomes (2008, result): “Additionally, the students’ conceptions outlined here and their relationship to achievement, are consistent with formative assessment theories (Crooks 1988; Black and Wiliam 1998; Shepard 2000; National Research Council 2001).”
Implementing Alternative Assessment: Opportunities and Obstacles (2007, background): “The sociocultural view of learning suggests that individuals become proficient in learning by engaging in social interactions (Vygotsky 1978; Moll 1990; Shepard 2000).”
Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, background): “…example, some researchers have focused on helping teachers to use classroom assessments that emphasise learning over accountability mandates (e.g. Shepard, 2000), while others have focused on helping teachers to understand and use accountability-driven assessment data to inform their teaching…”
A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education (2009, methodology): “This model supports Shepard’s (2000) assertion that it is not necessary to separate assessment from teaching; instead, teaching practices can and should be informed by and coincide with assessment practices and outcomes.”
Online formative assessment in higher education: A review of the literature (2011, background): “Leading scholars (Shepard, 2000; Gipps, 1999) in assessment of formal learning have long argued that teacher beliefs greatly influence their conceptions about what is valued as learning, and by implication, how learning is assessed.”
Teachers’ beliefs about issues in the implementation of a student-centered learning environment (2003, background): “Assessment is often based on objective tests, which, Shepard (2000) pointed out, is consistent with a model of education based on a social efficiency curriculum and behaviorist theory, but which is at odds with the principles of constructivism that currently guide efforts to develop student-center”
Rubric‐referenced self‐assessment and middle school students’ writing (2010, background): “Other assessment theorists, including Black and Wiliam (1998), Shepard (2000), Brookhart (2003), and Wiggins (1998) put forward a similar conception of assessment as a moment of learning.”