Adapting Pedagogy for Formative Assessment
- Chris HarrisonAffiliated withKing’s College Email author
Assessment for Learning is an accepted approach to pedagogy in many countries where the purpose of assessment is to provide feedback and guidance to inform future learning. Both teachers and learners are involved, but ultimately it is the learner that needs to take action. Adapting pedagogy to make room for feedback and action is a complex process that takes time and effort to evolve.
Black and Wiliam’s (1998) survey of evidence linking assessment with improved learning has significantly influenced how educators and policymakers have conceptualized classroom assessment over the last three decades. Within classroom activities, teachers are able to collect data on student understanding from the way learners answer questions, the questions they raise, and the quality of the artifacts they produce. If this assessment information is then interpreted and used by teachers, students, and their peers, to make decisions and take action to enhance learning, the asse ...
Reference Work Entry Metrics
Date: 2016 (Latest)History
- 2016 (Latest)
- Adapting Pedagogy for Formative Assessment
- Reference Work Title
- Encyclopedia of Educational Philosophy and Theory
- pp 1-5
- Online ISBN
- Springer Singapore
- Copyright Holder
- Springer Nature Singapore Pte Ltd.
- eBook Packages
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