Resolve possible confusion by distinguishing between reflexive and transitive formative assessment

• AbstractThe review of assessment research by Black and Wiliam (1998) initiated a changed approach regarding teachers' classroom practice. They defined formative assessment as ”… encompassing all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black & Wiliam, 1998, s. 7-8). This wide definition includes both teachers’ and their students’ activities, while as an example, the Swedish National Agency for Education instead confines formative assessment to the teachers’ work during the actual teaching process in order to find out where the student is in his learning, and to adapt the teaching accordingly (Skolverket, 2013). This pinpoints that we should distinguish between reflexive formative assessment, aiming to modify oneself, be it a student to himself or a teacher to herself and transitive formative assessment, aiming to modify someone else, be it from teacher to student or student to another student. Hirsh and Lindberg (2015) discussed this distinction though they did not coin a term for it as Westlund (2020) did. ReferencesBlack, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.Hirsh, Å., & Lindberg, V. (2015). Formativ bedömning på 2000-talet : En översikt av svensk och internationell forskning. In Forskning och skola i samverkan – Kartläggningar av forskningsresultat med relevans för praktiskt arbete i skolväsendet (pp. 105–109). Stockholm: Vetenskapsrådet.Skolverket. (2013). Forskning för klassrummet: vetenskaplig grund och beprövad erfarenhet i praktiken. Stockholm: Fritzes.Westlund, A. (2020). Formativ bedömning i ett lärarperspektiv – framträdande aspekter i undervisning och vad som behövs för implementering. (Master thesis of education). Malmö University.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)

Nyckelord

Classroom practice

formative assessment

Interaktionsdesign

Interaktionsdesign

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vet (ämneskategori)

kon (ämneskategori)