Dann, R;
(2014)
Assessment as Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice.
Assessment in Education: Principles, Policy & Practice
, 21
(2)
pp. 149-166.
10.1080/0969594X.2014.898128.
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Abstract
This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment as learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their selfregulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts.
| Type: | Article |
|---|---|
| Title: | Assessment as Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/0969594X.2014.898128 |
| Publisher version: | http://dx.doi.org/10.1080/0969594X.2014.898128 |
| Language: | English |
| Additional information: | Copyright © 2014 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | assessment as learning; pupil self-assessment; learning gap; communicative action |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1524755 |
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