Black, P;
Wiliam, D;
(2005)
Developing a theory of formative assessment.
In: Gardner, J, (ed.)
Assessment and learning.
(pp. 81-100).
SAGE Publications Ltd: London, UK.
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Abstract
This paper explores the use of activity theory to examine the changes that occurred in classrooms as teachers developed their use of formative assessment. Analysis of observations of and interviews with teachers generated four key dimensions of change. Through a modified representation of activity, the change in teachers? practices through formative assessment is compared and contrasted with changes brought about through a curriculum-based intervention (the Berkeley Evaluation and Assessment Research project) and Japanese ?lesson study?. The chapter is significant for the creation of a set of theoretical tools for the analysis of change in classrooms, and for the comparison of the strengths, weaknesses and limitations of different forms of teacher development. As such in makes both substantive and methodological contributions
| Type: | Book chapter |
|---|---|
| Title: | Developing a theory of formative assessment |
| ISBN-13: | 9781412910514 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://sk.sagepub.com/books |
| Additional information: | This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Continuing professional development, Secondary school, In service training, Pedagogy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/1507196 |
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