Snares and silver bullets: disentangling the construct of formative assessment

By P. Rea‐Dickins, Sheena Gardner. 2000

144 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/88df9525361c39a50ce3776b983ced8ecad0ca42

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Citations in the corpus

Outcomes-based assessment in practice: some examples and emerging insights (2001, background): “, 1993) • inconsistencies in the interpretation and application of assessment criteria (Brindley, 1994; Clarke and Gipps, 2000); • inconsistencies in transcription of language samples used as evidence of attainment (Rea-Dickins and Gardner, 2000).”
Dynamic assessment in the language classroom (2005, background): “Following Rea-Dickins and Gardner (2000), however, we suggest that FA is not necessarily low-stakes and that it can be carried out quite systematically, yielding results that may be more systematic and revealing with regard to learner development than summative assessments.”
Teacher assessment: the concept of ‘diagnostic competence’ (2004, background): “The assessment practices of teachers in primary foreign language education have not been the focus of sustained investigation (but see Moon and Nikolov, 2000; Rea-Dickins and Gardner, 2000; ReaDickins, 2001; also Johnstone, 2000; 2001).”
Mirror, mirror on the wall: identifying processes of classroom assessment (2001, background): “This dimension ‐ also explored by Rea-Dickins and Gardner (2000) ‐ is associated with teaching functions within schools where formative assessment contributes to knowledge about groups or individual learners and influences instructional decisions on this basis.”
Classroom-based assessment: Possibilities and pitfalls (2007, background): “With reference to teacher classroom assessment, Rea-Dickins and Gardner (2000) found a striking variety in classroom assessments implemented on a regular basis for the assessment of English language learners.”
Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners’ motivation through games, songs, and stories (2014, background): “More recently, research in this area has focused on the range and quality of teacher assessment and the assessment process in formative and summative assessment (Alderson and Banerjee 2001; Gardner and Rea-Dickins 2001; Rea-Dickins and Gardner 2000).”
Understanding teachers as agents of assessment (2004, background): “The construct of classroom formative assessment has been investigated in the studies by Rea-Dickins & Gardner (2000) and Rea-Dickins (2001; 2002); see also the review by Andrews (this issue).”