An Examination of the Tensions Between Stability and Change in Education: Implications for Formative Assessment

• In Event: Global Issues in the Assessment of Learning

Abstract

This study applies the dialectic approach using the relational concepts of stability and change to stimulate and understand different views of learning and teaching in their potential application in formative assessment. It involves conversations with from different countries and research traditions to explore their interpretation of learning as a construct with characteristics of both stability and change, and how they might position formative assessment in relation to their work. The insights gained from examining the tensions between stability and change in education will contribute to the theorization of formative assessment and help to bridge the discourse in educational research.

Author

• Man Ching Esther Chan, The University of Melbourne