Getting to the heart of authentic Assessment for Learning

By S. Swaffield. 2011

296 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9040abffbca153fc48da77d261f3716aa0a986ad

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Citations in the corpus

Assessment and learning: fields apart? (2017, background): “The dilemma here is whether to distinguish AfL from FA (Black & Wiliam, 1998a, 2003; Wiliam, 2011;8 Swaffield, 2011; Stiggins, 2005) or to treat the terms as equivalent.”
Assessment for learning: a catalyst for student self-regulation (2017, methodology): “while the terms formative assessment and AfL are often used interchangeably in this literature, the discourse of AfL focuses more explicitly on learning and the role of the learner (Klenowski 2009; Swaffield 2011).”
Teachers’ approaches to classroom assessment: a large-scale survey (2016, background): “, diagnostic-formative-summative; assessment for, of, and as learning; improvement of teaching and learning, school accountability, and student accountability) often with inconsistency (Bennett, 2011; Newton, 2007; Swaffield, 2011).”
The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, methodology): “…assessment and the necessity of constant assessment of each student using different assessment methods such as verbal feedback, interviews and portfolio assessment (Klinger, Volante, & DeLuca, 2012; Looney, 2011; Organisation for Economic Co-operation and Development [OECD], 2005; Swaffield, 2011).”
Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective (2018, background): “Some scholars use the terms formative assessment and assessment for learning with somewhat different connotations (e.g. Swaffield, 2011), while others use these terms synonymously (e.g. Baird, Hopfenbeck, Newton, Stobart, & Steen-Utheim, 2014; Bennett, 2011; Black & Wiliam, 2009).”
Authentic assessment: creating a blueprint for course design (2018, background): “…a model that can enhance employability because it promote abilities needed in the workplace, like problems solving skills (Wu, Heng, and Wang 2015), autonomy (Swaffield 2011), motivation (Gulikers, Bastiaens, Kirschner and Kester 2008), self-regulation and metacognition (Wu, Heng, and Wang 2015).”
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020, background): “Research has suggested that many attempts to implement formative assessment have produced disappointing results because approaches were not used to their full potential, but were rather reduced to mechanistically applying a set of principles (Marshall & Drummond, 2006; Swaffield, 2011).”