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Assessment for learning? Thinking outside the (black) box

Hargreaves, Eleanore; (2005) Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education , 35 (2) pp. 213-224. 10.1080/03057640500146880. Green open access

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Abstract

This article draws on a survey of 83 teachers, to explore the concepts of ‘assessment for learning’, ‘assessment’ and ‘learning’. ‘Assessment for learning’ is categorized as meaning: monitoring pupils’ performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children’s learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment-as-measurement and assessment-as-inquiry. These conceptions are related to two conceptions of learning: learningas- attaining-objectives and learning-as-the-construction-of-knowledge. The conceptions of assessment-as-measurement and learning-as-attaining-objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student’s learning processes and products.

Type: Article
Title: Assessment for learning? Thinking outside the (black) box
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03057640500146880
Publisher version: http://dx.doi.org/10.1080/03057640500146880
Language: English
Keywords: Not age specific, Peer learning, Assessment, Pedagogy
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/1471467
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