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.

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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:

14 citations in Scopus
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381 since deposited on 12 Dec 2011
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ID Code: 47244
Item Type: Journal Article
Refereed: Yes
Keywords: assessment for learning, autonomy, learner identity, sociocultural theory, teacher–student relationships, HERN
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 00:18
Last Modified: 27 Oct 2014 17:58

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