Assessment for learning as a participative pedagogy
Willis, Jill (2010) Assessment for learning as a participative pedagogy. Assessment Matters, 2, pp. 65-84.
AfL practices observed in case studies in a North Queensland school were analysed from a sociocultural theoretical perspective. AfL practices of feedback, dialogue and peer assessment were viewed as an opportunity for students to learn the social expectations about being an autonomous learner, or central participant within the classroom community of practice. This process of becoming more expert and belonging within the community of practice involved students negotiating identities of participation that included knowing both academic skills and social expectations within the classroom.
This paper argues that when AfL practices are viewed as ways of enhancing participation, there is potential for learners to negotiate identities as autonomous learners. AfL practices within the daily classroom interactions and pedagogy that enabled students to develop a shared repertoire, joint enterprise and mutual engagement in the classroom communities of practice are described. The challenges for teachers in shifting their gaze to patterns of participation are also briefly discussed.
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|Item Type:||Journal Article|
|Keywords:||Assessment for Learning , AFL, community of practice|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2010 NZCER|
|Deposited On:||27 Oct 2010 12:39|
|Last Modified:||25 Mar 2013 18:21|
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