Assessment for learning: understanding theory to improve practice

Maddalena Taras

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Student Assessment and Feedback Evaluation of Teaching Practices Educational and Psychological Assessments

Abstract

The assessment for learning framework in education has become big business: huge quantities of time, money and energy have been invested in England, Wales and more recently the USA. This article shows that the assessment for learning theory is inefficient and often contradictory. Black and Wiliam's earlier work provides much of the theoretical rationale for this paradigm and evaluating three papers will serve to illustrate how existing anomalies arose. Their work has been little challenged, partly because of their seniority and position, and the respect accorded to them in the academic community, and also because of the undoubted contribution which their work has made to providing an ethical and practical working philosophy of institutional learning which prioritises formative assessment and, therefore, learning over assessing. However, respect for their achievements also includes building on and improving their work.

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1989Formative assessment and the design of instructional systems 2009Developing the theory of formative assessment 1966The methodology of evaluation 1972Handbook on Formative and Summative Evaluation of Student Learning 2003Assessment for Learning- putting it into practice 1983On the definition of feedback 1968Perspectives of Curriculum Evaluation 2005ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS

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2018Changing approaches to classroom assessment: An empirical study across teacher career stages 2012Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education 2017Developing assessment capable teachers in this age of accountability 2012Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning

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