Journal article
Formative assessment: improvement, immediacy and the edge for learning
International Journal of Pedagogies and Learning, Vol.11(1), pp.22-34
2016
Abstract
Formative assessment is about strengthening student learning and can dramatically improve student achievement when it guides changes in day-to-day classroom practice. Any attempt to understand formative assessment must therefore be grounded in a notion of learning, which this paper approaches from a constructivist/experiential perspective. Importantly, for a teacher to genuinely know if a student is learning, the teacher needs to deeply question the learner so as to enter into a student's thinking. Such deep questioning needs to be on going, not one-off single recall questions. This is not something that can be done from the front of the classroom using traditional didactic type approaches or using the initiation-response-feedback-response-feedback (IRFRF) which relates to formative practices. It requires micro-questioning skills on a developmental process, so that such on-going questioning does not degenerate into a sequence of closed interrogative recall questions. Fine-grained analysis of the dialogue used to promote high-level thinking through a questioning scaffold for facilitating formative learning is proposed.
Details
- Title
- Formative assessment: improvement, immediacy and the edge for learning
- Authors
- M Staunton (Author)Christopher Dann (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
- Publication details
- International Journal of Pedagogies and Learning, Vol.11(1), pp.22-34
- Publisher
- Routledge
- Date published
- 2016
- DOI
- 10.1080/22040552.2016.1187647
- ISSN
- 2204-0552
- Organisation Unit
- School of Education - Legacy; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450440102621
- Output Type
- Journal article
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