Linking Formative Assessment to Scaffolding

By L. Shepard. 2005

266 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a6c6925d709420f2e39db5cdb645c7c253bb4ff5

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Citations in the corpus

Project-Based Learning and Pedagogy in Teacher Preparation: Staking out the Theoretical Mid-Ground. (2011, background): “…to be primarily subjective in nature and is consciously constructed and negotiated through individuals’ perceptions and experiences in the social world (Dewey, 1916; von Glasersfeld, 1996; Vygotsky, 1978) where learning is considered a culturally-embedded socially supported process (Shepard, 2005).”
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature (2016, background): “reduced to a series of mechanical steps or tests that little resemble what formative assessment is about (Shepard 2005).”
Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “…in relation to scaffolding and was referred to as: dynamic assessment (Lajoie 2005; Macrine & Sabbatino 2008; Pea 2004; Swanson & Lussier 2001), formative assessment (Shepard, 2005), online diagnosis (Palincsar & Brown 1984), or monitoring and checking students’ understanding (Garza, 2009).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “For sociocultural researchers the active participation required for the internalization of regulatory control processes begins with the process of ‘scaffolding’, which closely approximates the ‘formative feedback’ required for formative assessment to exist (Shepard 2005a).”
Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship (2014, background): “Drawing upon sociocultural learning theory and Vygotsky’s (1978) zone of proximal development, Shepard (2005) points out that scaffolding and formative assessment are “essentially the same thing” (p. 66) in that both are strategies that teachers use to move learning forward within the zone of…”
Assessment of intercultural communicative competence in FL education: A survey on EFL teachers’ perception and practice in China (2016, background): “Researchers have identified some common features of alternate assessing paradigm in line with a socio-cultural view of language learning: both formal and informal, formative and summative, process and product oriented, dynamic rather than static (Black & Wiliam, 1998 Deardorff, 2006; Gipps, 1999; Sc”