Assessment for learning as a participative pedagogy

Willis, Jill (2010) Assessment for learning as a participative pedagogy. Assessment Matters, 2, pp. 65-84.

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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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ID Code: 37641
Item Type: Journal Article
Refereed: Yes
Keywords: Assessment for Learning , AFL, community of practice
ISSN: 1176-7839
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Past > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2010 NZCER
Deposited On: 27 Oct 2010 02:39
Last Modified: 25 Mar 2013 08:21

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