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Developing thinking about the possibilities of Formative Assessment

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Pryor J.

Problemy Wczesnej Edukacji

2009

vol. 5

issue 9(1)

56-68

This paper summarizes the research of the author into formative assessment. After an introduction, the second part introduces the idea of formative assessment and its historical context. Basic research investigating formative assessment in early years classrooms is then summarized and the conceptual framework of convergent and divergent introduced. The fourth part describes action research with primary school teachers to develop their practice using these concepts and an analytic framework of formative assessment processes. It also explains a more synthetic approach developed by the teacher researchers to accomplish formative assessment in practice. The fifth section shows how these ideas have been taken forward through research into formative assessment at university. Some of the outcomes of this research are then related speculatively to practice with younger children and readers are asked to appraise their relevance for a Polish (early years) setting. In particular the notion of learner identity is invoked as a way of making sense of formative assessment as a means of bridging the individual and social worlds of contemporary schooling and aspiration.

The social construction of success and failure in classroom assessment in England

63%

Torrance H., Pryor J.

Problemy Wczesnej Edukacji

2009

vol. 5

issue 9(1)

19-34

The article addresses the question of how social class, still a major determinant of educational achievement in England, is manifested and realised in action at classroom level. The chapter draws on observation and interview data which were gathered in the course of two ESRC-sponsored research projects which the authors conducted in the late 1990s in England; projects designed to investigate how National Curriculum and Testing policy was being interpreted by teachers and how it was impacting on classroom practice. The research focussed on infant and primary schools (KS1and KS2, ages 5-7 and 8-11) and set out to identify and describe how assessment is practised in these early years of schooling and how particular assessment ‘events’ or ‘incidents’ are accomplished. It also explores to what extent teachers and students share a common understanding of the nature and purpose of such events. Analysis is also made of how success and failure are constructed and perceived in the course of such events.

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2 Problemy Wczesnej Edukacji

2 Pryor J.

1 Torrance H.

2 2009

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Developing thinking about the possibilities of Formative Assessment

The social construction of success and failure in classroom assessment in England