Harnessing the power of feedback in Assessment for Learning

Briscoe, Clare (2016) Harnessing the power of feedback in Assessment for Learning. [Report]

View this record at http://insight.cumbria.ac.uk/2428/


Assessment for Learning (AfL) originates from Black and Wiliam’s (1998) initial research into the role of formative assessment in the classroom and its positive impact on pupil achievement. However, with assessment’s ‘traditional’ connotations of testing and exams (Wiliam, in Stewart, 2012), along with the government’s increasing push for progress and “higher standards” (ARG, 1999, p.2) the original intentions of Assessment for Learning have become confused with Assessment of Learning. This is particularly evident when we consider the government’s misleading interpretation of AfL, which proposes a strategy based on summative assessment and measureable progress through national curriculum levels (DCFS, 2008). In fact, Torrance (2011) points to the potentially disastrous effects of the tension between two opposing desires: to improve current assessment practices to help enhance learning and “policy which demands for school improvement and political accountability” (Torrance, 2011, p.464).

Item Type: Report
Keywords: 371 Schools & their activities (incl. special education, teaching methods & study skills), 373 Secondary education
Members: University of Cumbria
Depositing User: ULCC Admin
Date Deposited: 08 Nov 2016 13:06
Last Modified: 08 Nov 2016 13:06
URI: http://collections.crest.ac.uk/id/eprint/12847

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