Assessment for Learning: Sectarian Divisions of Terminology and Concepts

Autor/in	Taras, Maddalena
Titel	Assessment for Learning: Sectarian Divisions of Terminology and Concepts
Quelle	In: Journal of Further and Higher Education, 32 (2008) 4, S.389-397 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	Educational Change; Foreign Countries; Higher Education; Theory Practice Relationship; Summative Evaluation; Formative Evaluation; Self Evaluation (Individuals); United Kingdom + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Theorie-Praxis-Beziehung; Großbritannien
Abstract	Assessment is critical to support and align learning and teaching within the curriculum. Yet our understanding of the many layers of assessment is still incomplete. This article examines some of the differences between critical elements of assessment terminology across the compulsory and higher education sectors in the anglophone world, more specifically in the United Kingdom. Highlighting these differences is important, so that we are able to make informed pedagogical decisions. This article signals that there is much to do in the area of assessment to arrive at a clearer understanding of recent developments within each sector. This is necessary if academics' expertise can be used across sector divides. By highlighting these differences, it is possible to address misunderstandings to fulfill the role of assessment adequately in supporting learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10