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Hargreaves Eleanore (2005). ¬ę Assessment for learning? Thinking outside the (black) box ¬Ľ. Cambridge Journal of Education, vol. 35, n¬į 2, juin, p. 213–224. 
Added by: orey (17 Nov 2008 11:14:51 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Hargreaves2005c
Categories: General
Subcategories: √Čvaluation des √©l√®ves, √Čvaluation des √©l√®ves, √Čvaluation des √©l√®ves
Keywords: évaluation, évaluation des élèves
Creators: Hargreaves
Collection: Cambridge Journal of Education
Views: 1335/2753
Views index: 21%
Popularity index: 5.25%
Abstract     
This article draws on a survey of 83 teachers, to explore the concepts of 'assessment for learning', 'assessment' and 'learning'. 'Assessment for learning' is categorized as meaning: monitoring pupils' performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children's learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment-as-measurement and assessment-as-inquiry. These conceptions are related to two conceptions of learning: learning-as-attaining-objectives and learning-as-the-construction-of-knowledge. The conceptions of assessment-as-measurement and learning-as-attaining-objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student's learning processes and products.
Added by: orey  
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