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Formative Assessment in Pedagogy: Principles and Practices

100%
Black P.
Problemy Wczesnej Edukacji
|
2009
|
vol. 5
|
issue 9(1)
7-18
EN
The interest in, and implementation of, formative assessment practices has raised new questions, both of principle and of practice. This paper starts by considering the place of formative assessment in a broader theory of pedagogy, illustrating the argument by a detailed look at formative interactions within classroom dialogue. It goes on to explore other formative practices in turn, arguing that what they have in common is the potential to contribute powerfully to achieving the aim of helping pupils to direct and manage their own learning, and to enrich their own learning and the learning of others through collaboration with one another. However, adoption of these practices raises difficult challenges for both teachers and their pupils, and a clear view of the principles is essential if superficial adoption is to be avoided.
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