Classroom Assessment in the Context of Learning Theory and Research

• In Event: Research on Classroom Assessment: Laying the Foundation

Abstract

Objectives
The goal of this paper is to examine and inform classroom assessment from the perspective of learning theory. In 2000, Shepard described the ways in which new developments in learning theory, particularly social constructivism, transformed assessment theory and practice. This paper extends that work by reviewing and synthesizing current research on learning and assessment.

Theoretical framework
This paper assumes a learner-centered perspective based on social-constructivist and social cognitive models of learning. It frames assessment in terms of the regulation of learning, by students themselves as well as by others, principally teachers and peers.

Method and Data sources
The paper is based on a purposeful sample of a variety of relevant literatures, including psychology, educational psychology, measurement, and instruction.

Results
Every theory of learning includes a mechanism of regulation of learners’ thinking, affect, and behavior. For example, behaviorist theory includes reinforcement, Piaget’s constructivism has equilibration, cognitive models refer to feedback devices, and sociocultural and social constructivist models include social mediation (Allal, 2010). In general, the regulation of learning involves four main processes: 1) goal setting, 2) monitoring of progress toward the goal, 3) interpretation of feedback derived from monitoring, and 4) adjustment of goal-directed thoughts and actions. Applying this lens to classroom assessment highlights the ways in which the regulation of learning is a central concern of both summative and formative assessment. With an emphasis on the role of feedback in the regulation of learning (e.g., Hattie & Timperely, 2007), this paper articulates the implications of recent research for self-assessment, peer assessment, formal and informal teacher feedback, learning progressions, and other forms of classroom assessment.

Significance
The main contribution of this work is its attention to ensuring that assessment theory is informed by what we know about how people learn. A secondary contribution is the implications for practice that can be drawn from an analysis of classroom assessment as the regulation of learning.

References

Allal, L. (2010). Assessment and the regulation of learning. In E. B. P. Peterson (Ed.), International Encyclopedia of Education (Vol. 3, pp. 348-352). Oxford: Elsevier.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research , 77 (1), 81-112.
Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher , 29 (7), 4-14.

Author

• Heidi L. Andrade, University at Albany - SUNY