Classroom assessment and pedagogy
Classroom assessment and pedagogy
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DOI：
10.1080/0969594x.2018.1441807
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发表时间：
2018-01-01
影响因子：
3.2
通讯作者：
Wiliam, Dylan
中科院分区：
文献类型：
--
作者：
Black, Paul;Wiliam, Dylan
自从我们 1998 年发表课堂评估和学习研究综述以来，我们为形成性评估的理论化做出了贡献，但我们认识到这项工作还不完整。在本文中，我们采纳了佩雷诺的建议，即任何形成性评估理论都必须嵌入更广泛的理论领域，特别是教育学理论中。我们提出了一种模型，在该模型中，教育活动和相关评估的设计受到教育学、教学和学习理论、学科学科以及更广泛的教育背景的影响。我们探讨教师如何在课堂评估的形成性和总结性功能之间建立富有成效的关系，以便他们的判断可以为学生的正式外部评估提供信息，从而提高这些评估的有效性。我们还展示了该模型如何为理论的发展提供信息，这些理论对评估作为教育学一部分的作用给予适当的重视。
Since our 1998 review of research on classroom assessment and learning was published, we have contributed to theorising formative assessment, but recognise that this work is incomplete. In this paper, we take up a suggestion by Perrenoud that any theory of formative assessment must be embedded within a wider theoretical field, specifically, within a theory of pedagogy. We propose a model whereby the design of educational activities and associated assessments is influenced by the theories of pedagogy, instruction and learning, and by the subject discipline, together with the wider context of education. We explore how teachers may develop productive relationships between the formative and summative functions of classroom assessment, so that their judgements may inform the formal external assessment of students, thus increasing the validity of those assessments. We also show how the model informs the development of theories that give appropriate weight to the role of assessment as part of pedagogy.