Abstract
This chapter asks what kinds of generative mechanisms and structures might be present in the practice of assessment for learning, the term originating in the UK, or formative assessment, the term preferred by many in the USA. The argument is made that it is too simple to regard it as simply a high-speed motorway for the improvement of student learning outcomes. Challenges exist in the implementation of assessment for learning, not least the fact that it can be interpreted in several different ways. One of the topics taken up in this chapter is feedback, which occupies a central position in assessment for learning and in assessment of students in general.
If one expects something of students and they act against these expectations, and one lets it happen then a situation of tacit acceptance arises. (Dale, 2009, p. 76) (The Norwegian quotation, prior to our translation, reads as follows: ‘Dersom en forventer noe av elevene og elevene handler i motsetning til forventningene og en lar det skje, oppstãr ettergivenhet’).
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Notes
- 1.
Our existential interest in care reveals the manner in which teachers care for students as subjects rather than as objects (care to) (see Conroy & Dobson, 2005).
- 2.
- 3.
- 4.
- 5.
Bloom (1984, p. 4): ‘Most striking were the differences in final achievement measures under the three conditions. Using the standard deviation (sigma) of the control (conventional) class, it was typically found that the average student under tutoring was about two standard deviations above the average of the control class (the average tutored student was above 98% of the students in the control class). The average student under mastery learning was about one standard deviation above the average of the control class (the average mastery learning student was above 84% of the students in the control class).’
- 6.
Shute’s (2007) review of the literature is relevant, but is not as systematic as the work undertaken by Hattie.
- 7.
For example, not what is the capital of Norway, but why?
- 8.
We take the term ‘big idea’ from the Japanese term 発問 (hatsumon) which means to ask or pose a question. In this context it is connected with a big idea in a subject that the teacher and curriculum explore in a problem-based teaching manner.
- 9.
Words that produce an effect upon the listener that might persuade, frighten, amuse, or cause a listener to act.
- 10.
Weighted mean (weighted according to sample size) (Kluger & DeNisi, 1996, p. 258).
- 11.
Riggan and Oláh (2012, p. 3) argue that the interim assessment cycle has received relatively little coverage in formative assessment research: ‘Indeed, Herman et al. noted that few studies have examined the ways in which teachers “orchestrate” the range of assessment tools and practices available to them, that is, the way they link, integrate, or sequence them within their instruction and planning.’ See also Perie et al. (2009).
- 12.
Historically, physical education was exempted in this respect in Norway because the teacher was allowed to openly consider effort as a foundation for grading and feedback, not simply achieved competence in the subject.
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Dobson, S.R., Fudiyartanto, F.A. (2023). Assessment for Learning: Motorway or Dead End for Improved Learning Outcomes?. In: Transforming Assessment in Education. The Enabling Power of Assessment, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-031-26991-2_3
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