This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

Assessment and Classroom Learning

The growing technical uncertainties and complexities of problems of global concern have made international policy coordination not only increasingly necessary but also increasingly difficult. If decision makers are unfamiliar with the technical aspects of a specific problem, how do they define state interests and develop viable solutions? What factors shape their behavior? Under conditions of uncertainty, what are the origins of international institutions? And how can we best study the processes through which international policy coordination and order emerge? While a variety of analytic approaches have been used to address the problems of international cooperation, the approaches have yielded only fragmentary insights. At its core, the study of policy coordination among states involves arguments about determinism versus free will and about the ways in which the international system is maintained and transformed. Among the overlapping topics of debate are whether national behavior is determined or broadly conditioned by system-level factors, unit-level factors, or some complex interplay between the two; whether state policymakers can identify national interests and behave independently of pressures from the social groups they nominally represent; and whether states respond consistently to opportunities to create, defend, or expand their own wealth and power, to enhance collective material benefits, or to promote nonmaterial values.' A related question of

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Introduction: epistemic communities and international policy coordination

This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.

https://www.it.uu.se/edu/course/homepage/cosulearning/st11/reading/Sfard_ER1998.pdf

On Two Metaphors for Learning and the Dangers of Choosing Just One

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Talking Science: Language, Learning, and Values

Introduction - Peter Reason and Hilary Bradbury Inquiry and Participation in Search of a World Worthy of Human Aspiration PART ONE: GROUNDINGS Theory and Practice - Bj[sl]orn Gustavsen The Mediating Discourse Participatory (Action) Research in Social Theory - Orlando Fals Borda Origins and Challenges Action Research in the Workplace - William Pasmore The Socio-Technical Perspective Infusing Race into the US Discourse on Action Research - Ella Edmondson Bell Uneven Ground - Patricia Maguire Feminisms and Participatory, Action-Oriented Research Power and Knowledge - John Gaventa and Andrea Cornwall Knowledge and Participatory Research - Peter Park Exploring the Relevance of Critical Theory for Action Research - Stephen Kemmis Emancipatory Action Research in the Footsteps of J[um]urgen Habermas Pragmatic Action Research and the Struggle to Transform Universities into Learning Communities - Morten Levin and Davydd Greenwood The Humanistic Approach to Action Research - John Rowan Engaging Sympathies - Yvonna S Lincoln Relationships between Action Research and Social Constructivism The Relationship of 'Systems Thinking' to Action Research - Robert Louis Flood Action Research as the Hidden Curriculum of the Western Tradition - Olav Eikeland PART TWO: PRACTICES Action Science - Victor J Friedman Creating Communities of Inquiry in Communities of Practice I Wish This Were a Poem of Practices of Participatory Research - Budd L Hall The Practice of Co-Operative Inquiry - John Heron and Peter Reason Research 'with' Rather Than 'on' People Appreciative Inquiry - James D Ludema, David L Cooperrider and Frank J Barrett The Power of the Unconditional Positive Question Large Group Processes as Action Research - Ann W Martin The Use of Words - [sl]Oyvind P[lo]alshaugen Improving Enterprises by Improving Their Conversations Ethnodrama - Jim Mienczakowski and Stephen Morgan Constructing Participatory, Experiential and Compelling Action Research through Performance Clinical//Inquiry Research - Edgar H Schein Community Action Research - Peter Senge and Otto Scharmer Learning as a Community of Practitioners, Consultants and Researchers The Practice of Action Inquiry - William R Torbert The Turn to Action and the Linguistic Turn - Lesley Treleaven Towards an Integrated Methodology Educational Action Research - Ken Zeicher PART THREE: EXEMPLARS Working Together, Learning Together - Mark Baldwin Co-Operative Inquiry in the Development of Complex Practice by Teams of Social Workers The Early Mothering Project - Penelope A Barrett What Happened When the Words 'Action Research' Came to Life for a Group of Midwives Citizens' Participation in Natural Resource Management - Yogesh Bhatt and Rajesh Tandon Learning with /f003The Natural Step - Hilary Bradbury Action Research to Promote Conversations for Sustainable Development Transforming Lives - Gloria Bravette Gordon Towards Bicultural Competence Action Research to Develop an Interorganizational Network - Rupert F Chisholm Transpersonal Co-Operative Inquiry - John Heron Using Co-Operative Inquiry to Transform Evaluation of Nursing Students' Clinical Practice - Marcia D Hills Collaborative Inquiry with African-American Community Leaders - James G Kelly, Lynne O Mock and S Darius Tandon Comments on a Participatory Action Research Process Participatory Research and Education for Social Change - Helen M Lewis Highlander Research and Education Center Creative Arts and Photography in Participatory Action Research in Guatemala - M Brinton Lykes The Art of Clinical Inquiry in Information Technology Related Change - Joe McDonagh and David Coghlan The Sights and Sounds of Indigenous Knowledge - Timothy Pyrch and Mar[ac]ia Teresa Castillo Participatory Action Research in Southern Tanzania, with Special Reference to Women - Marja-Liisa Swantz, Elizabeth Ndedya and Mwajuma Saiddy Masaiganah Six Street Youth Who Could... - Elizabeth Whitmore and Colette McKee PART FOUR: SKILLS Collaborative Off-Line Reflection - Jenny W Rudolph, Steven S Taylor and Erica Gabrielle Foldy A Way to Develop Skill in Action Science and Action Inquiry On Working with Graduate Research Students - Peter Reason and Judi Marshall The Mirror, the Magnifying Glass, the Compass and the Map - Yoland Wadsworth Facilitating Participatory Action Research Self-Reflective Inquiry Practices - Judi Marshall The Third Task of Universities or How to Get Universities to Serve Their Communities - G[um]oran Brulin Conclusion - Hilary Bradbury and Peter Reason Broadening the Bandwidth of Validity: Issues as Choice-Points to Ensure Quality in Action Research

https://psy.au.dk/fileadmin/site_files/filer_psykologi/dokumenter/CKM/NB36/reason.pdf

Handbook of action research : participative inquiry and practice

Knowledge and Human Interests

Knowledge and Human Interests.

Research The New Context and a New Approach From Positivism to Postmodernity The Mindful Inquirer as a Philosopher Mindful Inquiry as the Basis for Scholarly Practice Fundamentals of Mindful Inquiry The Scholarly Practitioner Facing the Loss of Identity through the Onslaught of the Information Age The Cultures of Inquiry and Research Traditions Phenomenological Inquiry Hermeneutic Inquiry and Ethnography Quantitative and Behavioral Science, Action Research and Evaluation Research Comparative-Historical Inquiry and Theoretical Inquiry Critical Social Science and Critical Social Theory Conclusion and Magic Formulae

Jeremy J. Shapiro

Papers

Knowledge and Human Interests

Knowledge and Human Interests.

Mindful Inquiry in Social Research

Habermas, Jürgen, "Toward a Rational Society: Student Protest, Science and Politics"

Knowledge and Human Interests.