Assessment for learning: assessing the theory and evidence

Maddalena Taras

58 citations0/0 files storedProcedia - Social and Behavioral Sciences

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Student Assessment and Feedback Educational Assessment and Pedagogy Educational and Psychological Assessments

Abstract

Assessment for Learning (AfL) and its various permutations are used in educational institutions across the world and extensively supported by empirical research (Stobart 2008). However, Stobart observes “given that AfL has largely been driven by academics, it is surprising to find that the theoretical underpinnings have been very much in the background” (Stobart 2008 p149). This paper addresses this deficit in theory and its impact on the AfL framework. It examines the theoretical evidence which can support AfL. A much more solid theoretical basis exists than is perceived by the literature, and a clearer delineation of this will provide increased credibility for AfL within the education community.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 58 citations exist upstream.

References

1989Formative assessment and the design of instructional systems 2010Inside the Black Box: Raising Standards through Classroom Assessment 2009Developing the theory of formative assessment 1966The methodology of evaluation 2005ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS 2004Teachers developing assessment for learning: impact on student achievement 2005Assessment for Learning 2008Testing Times

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.