A Socio-Cultural Theorisation of Formative Assessment

Autor/inn/en	Pryor, John; Crossouard, Barbara
Titel	A Socio-Cultural Theorisation of Formative Assessment
Quelle	In: Oxford Review of Education, 34 (2008) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Stellungnahme; Formative Evaluation; Social Influences; Cultural Influences; Evaluation Methods; Research Methodology; Learning Theories; Educational Research; Action Research; Identification (Psychology) + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Cultural influence; Kultureinfluss; Research method; Forschungsmethode; Learning theory; Lerntheorie; Bildungsforschung; Pädagogische Forschung; Projektforschung
Abstract	Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors' empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is seen as taking place when teachers and learners seek to respond to student work, making judgements about what is good learning with a view to improving that learning. However, the theorisation emphasises formative assessment as being a discursive social practice, involving dialectical, sometimes conflictual, processes. These bring into play issues of power in which learners' and teachers' identities are implicated and what counts as legitimate knowledge is framed by institutional discourses and summative assessment demands. The paper argues that, rather than only paying attention to the content of learning, an ambition for formative assessment might be to deconstruct these contextual issues, allowing a critical consideration of learning as a wider process of becoming. The article suggests a model that might be useful to teachers and learners in achieving this. (Contains 6 notes, 3 figures, and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10