QUT ePrints

Affiliation, autonomy and assessment for learning

Willis, Jill (2011) Affiliation, autonomy and assessment for learning. Assessment in Education : Principles, Policy & Practice, 18(4), pp. 399-415.

View at publisher

Abstract

Assessment for Learning (AfL) is an international assessment area of interest, yet, during 20 years of AfL research, the desired outcome of increased learner autonomy remains elusive. This article analyses AfL practices in classrooms as students negotiated identities as autonomous learners within a classroom community of practice. A sociocultural theoretical framework in formed the analysis of three case studies conducted in Queensland middle school classrooms. Key findings include the importance of the teacher–student relationship, viewing AfL as patterns of participation that develop expertise, and learner autonomy as a negotiated learner identity within each classroom context.

Impact and interest:

4 citations in Scopus
Search Google Scholar™

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

208 since deposited on 12 Dec 2011
101 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 47244
Item Type: Journal Article
Keywords: assessment for learning, autonomy, learner identity, sociocultural theory, teacher–student relationships
DOI: 10.1080/0969594X.2011.604305
ISSN: 1465-329X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2011 Taylor & Francis
Deposited On: 12 Dec 2011 10:18
Last Modified: 26 Mar 2013 00:19

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page