From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field
01 Mar 1998-Assessment in Education: Principles, Policy & Practice (Taylor & Francis Group)-Vol. 5, Iss: 1, pp 85-102
TL;DR: In this article, the authors describe a formal evaluation to a Controlled Regulation of Learning Processes (CRLP) framework for assessment in education, which is based on a wider conceptual field.
Abstract: (1998). From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 85-102.
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Book Chapter•
01 Jan 2005
TL;DR: In this article, the authors propose a framework for defining and delimiting formative assessment within broader theories of pedagogy, which can also unify the diverse set of practices which have been described as formative.
Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.
2,112 citations
Cites background from "From Formative Evaluation to a Cont..."
...Where they differ is in Perrenoud’s first level of management, i.e. in the design of their learning tasks, and in the over-riding learning aims which serve to determine the priorities towards which the learning interactions are directed (as is made clear on our section 5). That is to say, they differ in the model of pedagogy that is the basis for their design and within which formative assessment is, to a greater or lesser extent, implemented. Thus they all involve the teacher in the difficult task of feedback for learning, but in different ways. This aspect is clarified by Threfall’s (2005) suggestion that teachers may need to exercise ‘contingent assessment planning’, i....
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...Perrenoud (1998), commenting on our 1998 review, further emphasised the need to place any treatment in a broader context of studies of formative assessment: This [feedback] no longer seems to me, however, to be the central issue....
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Book•
19 Mar 2013
TL;DR: In this article, the authors propose a new kind of assessment called Knowing What Students Know (KSS), which aims to make as clear as possible the nature of students' accomplishments and the progress of their learning.
Abstract: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
2,034 citations
TL;DR: In this paper, the authors propose a framework for defining and delimiting formative assessment within broader theories of pedagogy, which can also unify the diverse set of practices which have been described as formative.
Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.
1,748 citations
TL;DR: The idea that assessment is intrinsic to effective instruction is traced from early experiments in the individualization of learning through the work of Benjamin Bloom to reviews of the impact of feedback on learners in classrooms as mentioned in this paper.
777 citations
Cites background from "From Formative Evaluation to a Cont..."
...As Perrenoud (1998) noted in his commentary on the Black and Wiliam paper, ‘‘. . .the feedback given to pupils in class is like so many bottles thrown into the sea....
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TL;DR: A formative assessment-based approach for improving the learning achievements of students in a mobile learning environment is proposed and an experiment on a local culture course has been conducted in southern Taiwan to evaluate its effectiveness.
Abstract: The advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning, in which students are able to learn via mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the learning content. Although such an approach seems interesting to the students, researchers have emphasized the need for well-designed learning support in order to improve the students' learning achievements. Therefore, it has become an important issue to develop methodologies or tools to assist the students to learn in a mobile learning environment. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning achievements of students in a mobile learning environment. A mobile learning environment has been developed based on this approach, and an experiment on a local culture course has been conducted in southern Taiwan to evaluate its effectiveness. The experimental results show that the proposed approach not only promotes the students' learning interest and attitude, but also improves their learning achievement.
551 citations
References
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TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Abstract: 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.
6,483 citations
Book•
01 Jan 1976TL;DR: A good writer is a good reader at once as mentioned in this paper... You can define how you write depending on what books to read and this human characteristics and school learning can help you to solve the problem.
Abstract: When writing can change your life, when writing can enrich you by offering much money, why don't you try it? Are you still very confused of where getting the ideas? Do you still have no idea with what you are going to write? Now, you will need reading. A good writer is a good reader at once. You can define how you write depending on what books to read. This human characteristics and school learning can help you to solve the problem. It can be one of the right sources to develop your writing skill.
2,012 citations
01 Jan 1994
TL;DR: In this article, a sociologie du metier d’eleve is presented, where the focus is on the role of the teacher in the education of the students.
Abstract: Aujourd’hui, les eleves sont devenus des « apprenants ».
Cette centration sur les apprentissages et donc sur la didactique qui les organise pourrait, si l’on n’y prend garde, etre l’etape ultime de la denegation du sujet : si l’apprenant n’apprend pas, s’il ne veut ou ne peut apprendre, quelle identite lui reste-t-il ?
Identifier l’eleve a l’apprenant, c’est empecher de penser la distance entre le role que les adultes lui attribuent et ce qu’il en fait, c’est oublier que le metier d’eleve est assigne aux enfants et aux adolescents comme un metier statutaire, a la maniere dont un adulte est mobilise par l’Etat dans un jury ou une armee. Juridiquement, le travail scolaire est plus proche des travaux forces que de la profession librement choisie.
Idealement, le metier d’eleve les invite a travailler pour apprendre. En realite, on demande aussi aux enfants et adolescents de travailler pour etre occupes, pour rendre des textes, des exercices, des problemes verifiables, pour etre evalues, pour contribuer au bon fonctionnement didactique, pour rassurer leurs maitres et leurs parents. On les invite a suivre des routines et des regles qui visent parfois a optimiser les apprentissages et le developpement intellectuel, mais parfois, plus prosaiquement, a assurer le silence, l’ordre et la discipline, a faciliter la coexistence pacifique dans un espace clos, a garantir le respect des programmes, le bon usage des moyens, l’autorite du maitre.
Une sociologie du metier d’eleve est a la fois une sociologie du travail scolaire, de l’organisation educative et du curriculum reel. Elle analyse leurs tactiques et leurs strategies, la facon dont ils prennent des distances face aux attentes des adultes et rusent avec leur pouvoir dans la famille ou dans l’ecole. Elle eclaire les contenus concrets de la culture scolaire telle qu’elle est transposee et s’incarne au jour le jour dans les classes. Enfin, elle s’interesse au sens que donnent les eleves au travail quotidien, en fonction de leur heritage culturel aussi bien que des situations dans lesquelles on les place et du pouvoir qu’on leur concede. Date de premiere edition : 1994.
254 citations
TL;DR: In this paper, Bourdieu et al. describe anfanglichen Ungleichheiten bestatigt und bekraftigt, indem eine formelle Gleichheit zwischen tatsachlich Ungleichen gesichert wird und aristokratische Werte der Vermittlung einer aristokrischen Kultur dienen.
Abstract: Pierre Bourdieu : Konservative Schule. Ungleichheiten der Schule und Kultur gegeniiber. ; Die Ungleichheit der Schule gegeniiber kann erst innerhalb der Logik der Vermittlung des Kulturkapitals und der Einstellung zu Kultur und Schule begriffen und erklart werden, wobei diese Einstellung als Internalisierung der objektiven Moglichkeiten, uber Schule zur Kultur zu gelangen, zu verstehen ist. Es muss aber auch gezeigt werden, wie die Schule die anfanglichen Ungleichheiten bestatigt und bekraftigt, indem eine formelle Gleichheit zwischen tatsachlich Ungleichen gesichert wird und aristokratische Werte der Vermittlung einer aristokratischen Kultur dienen. So tragt die Schule dazu bei, Ungleichheiten auf dem wirtschaftlichen und sozialen Gebiet genauso wie auf dem kulturellen Gebiet zu verewigen, insofern sie allein in der Lage ist, die kultivierte Haltung zu schafien, die die notwendige Basis fiir jede kulturelle Praxis darstellt.
219 citations