Black, Paul and Wiliam, Dylan
Developing a theory of formative assessment.
Assessment and learning.
SAGE Publications Ltd, London, pp. 81-100.
||This paper explores the use of activity theory to examine the changes that occurred in classrooms as teachers developed their use of formative assessment. Analysis of observations of and interviews with teachers generated four key dimensions of change. Through a modified representation of activity, the change in teachers’ practices through formative assessment is compared and contrasted with changes brought about through a curriculum-based intervention (the Berkeley Evaluation and Assessment Research project) and Japanese “lesson study”. The chapter is significant for the creation of a set of theoretical tools for the analysis of change in classrooms, and for the comparison of the strengths, weaknesses and limitations of different forms of teacher development. As such in makes both substantive and methodological contributions
||Continuing professional development , Secondary school , In service training , Pedagogy
IOE Repository Editor (2)
||03 Mar 2010 11:42
||14 Oct 2013 10:34