A Vygotskian Approach to Promote and Formatively Assess Academic Concept Learning

Autor/inn/en	Edens, Kellah; Shields, Carol
Titel	A Vygotskian Approach to Promote and Formatively Assess Academic Concept Learning
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 7, S.928-942 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.957643
Schlagwörter	Concept Formation; Learning Processes; Learning Theories; Academic Discourse; Language Usage; Scoring Rubrics; Formative Evaluation; Difficulty Level; Undergraduate Students + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Learning process; Lernprozess; Learning theory; Lerntheorie; Discourse; Diskurs; Sprachgebrauch; Scoring formulas; Auswertungsbogen; Schwierigkeitsgrad
Abstract	Promoting students' conceptual understanding and academic language development is a primary goal of instructors in all subject areas. These goals, however, are sometimes hindered by the way students' learning is assessed. In many college-level courses, knowledge-level tests that assess concrete thinking associated with superficial approaches to teaching are frequently used. Rubrics used to grade short open-ended responses often have vague criteria subjectively applied to a rating scale. To address these issues, this paper uses a new lens, shaped from the ideas of Vygotsky, a cultural-historical theorist, for understanding the development of academic language use (in Vygotskian terms, thinking that demonstrates conceptual understanding) and its assessment. Vygotsky's stages of concept learning are applied to form criteria on a short-answer response rubric. Examples of students' academic language use according to developmental level are provided. Recommendations for the adaptation of this type of classroom assessment for use in other courses are made, along with suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01