Is assessment for learning really assessment?

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dc.contributor.author Brown, Gavin en
dc.date.accessioned 2019-10-01T20:45:22Z en
dc.date.issued 2019-06 en
dc.identifier.citation Frontiers in Education 4:7 pages, Article number 64. Jun 2019 en
dc.identifier.issn 2504-284X en
dc.identifier.uri http://hdl.handle.net/2292/48269 en
dc.description.abstract This opinion piece questions the legitimacy of treating assessment for learning (AfL) as assessment. The distinction between testing and assessment is first made, then the defining characteristics of contemporary AfL are identified. While AfL claims to be assessment, my analysis argues that AfL is a pedagogical curriculum approach that has some process aspects of assessment. However, because of the interactive and in-the-moment characteristics of AfL, it fails to meet requirements of an assessment. Specifically, because the in-the-moment and on-the-fly aspects of effective classroom discussions and providing feedback happen in ephemeral contexts it is not possible to scrutinise the interpretations teachers make of student products and processes. Furthermore, we cannot know if those interpretations were sufficiently accurate to guide classroom interactions. Without social or statistical moderation, stakeholders cannot be assured that valid conclusions are reached. Additionally, the scale of error in both teacher and student judgment means that AfL practices cannot be relied upon for decision making beyond curriculum-embedded actions within a pedagogical process. Because teaching requires robust evidence to support decisions made about students and teachers, the practices commonly associated with AfL cannot provide sufficient evidence on which to base anything more than teaching interactions. en
dc.publisher Frontiers Media S.A. en
dc.relation.ispartofseries Frontiers in Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.rights.uri https://www.frontiersin.org/journals/education#author-guidelines en
dc.title Is assessment for learning really assessment? en
dc.type Journal Article en
dc.identifier.doi 10.3389/feduc.2019.00064 en
pubs.volume 4 en
dc.rights.holder Copyright: The author en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article en
pubs.subtype Discussion Paper en
pubs.elements-id 774621 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.number 64 en
pubs.record-created-at-source-date 2019-06-17 en


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