Assessments as Learning: A Collaborative Approach to Formative Assessments

• In Event: Classroom Assessment: Innovation Trends to Enhance Student Learning

Abstract

Building on the developments in science learning and classroom-based assessments for formative use (Black & Wiliam, 1998a; NRC, 2001; Kingston & Nash, 2011; Bennett, 2010), this study utilized the sociocultural framework for learning to understand how students engage with three-dimensional Next Generation Science Assessment tasks through conversation in a collaborative implementation setting. Results from the study suggest that students engaged in a three-step iterative process to collaboratively respond to task prompts and factors beyond the task may also play a role in their engagement. This preliminary study was an attempt to explore how and under what conditions can assessments for formative use not just support learning through assessment enhanced instruction but through assessment implementation itself – assessments as learning (Bennet, 2010).

Author

• Diksha Gaur, University of Illinois at Chicago