Formative assessment: improvement, immediacy and the edge for learning

Staunton, Mike and Dann, Chris (2016) Formative assessment: improvement, immediacy and the edge for learning. International Journal of Pedagogies and Learning, 11 (1). pp. 22-34. ISSN 2204-0552

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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 24 Aug 2017 05:02
Last Modified: 24 Jan 2018 02:40
Uncontrolled Keywords: Formative assessment; learning; teacher questioning skills
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
Identification Number or DOI: 10.1080/22040552.2016.1187647
URI: http://eprints.usq.edu.au/id/eprint/32904

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