期刊名称：Journal of Educational, Cultural and Psychological Studies (ECPS Journal)
印刷版ISSN：2037-7924
出版年度：2010
卷号：1
期号：1
页码：161-178
语种：Italian
出版社：LED Edizioni Universitarie
摘要：Towards Formative Assessment as Support in Learning. An Exploratory Study in Primary School This article outlines the development of the debate on classroom assessment used to promote learning and reflective learning processes. A few examples from an exploratory study on classroom practices of assessment for learning in two primary school classes describing pupils’ beliefs and opinions about marks, mistakes, written comments/feedback and success and failure are used to discuss the relation of these facilitating or inhibiting factors to the implementation of assessment for learning in the classroom. These class interventions concerning learners’ personal assessment conceptions aimed to overcome a traditional grading assessment practice and a negative experience of mistakes in order to improve learners’ responsibility on a co-developed action plan and to enhance active involvement in the learning process. The final comment highlights the contradiction between the reintroduction of marks which fosters the use of classroom assessment primarily for grading, and the pedagogical potential of classroom assessment to support pupil learning. The article concludes by discussing the implications of the assessment culture and the importance of teachers’ professional development and change of beliefs.
其他摘要：Towards Formative Assessment as Support in Learning. An Exploratory Study in Primary School This article outlines the development of the debate on classroom assessment used to promote learning and reflective learning processes. A few examples from an exploratory study on classroom practices of assessment for learning in two primary school classes describing pupils’ beliefs and opinions about marks, mistakes, written comments/feedback and success and failure are used to discuss the relation of these facilitating or inhibiting factors to the implementation of assessment for learning in the classroom. These class interventions concerning learners’ personal assessment conceptions aimed to overcome a traditional grading assessment practice and a negative experience of mistakes in order to improve learners’ responsibility on a co-developed action plan and to enhance active involvement in the learning process. The final comment highlights the contradiction between the reintroduction of marks which fosters the use of classroom assessment primarily for grading, and the pedagogical potential of classroom assessment to support pupil learning. The article concludes by discussing the implications of the assessment culture and the importance of teachers’ professional development and change of beliefs.
关键词：Assessment for learning;Exploratory study;Formative assessment;Primary school;Pupils’ views;Convinzioni degli studenti sulla valutazione;Scuola primaria;Studio esplorativo;Valutazione formativa;Valutazione per l’apprendimento
