Developing formative assessment in the classroom: using action research to explore and modify theory

2.50
Hdl Handle:
http://hdl.handle.net/2173/67847
Title:
Developing formative assessment in the classroom: using action research to explore and modify theory
Authors:
Torrance, Harry; Pryor, John
Citation:
British educational research journal, 2001, vol. 27, no. 5, pp. 615-631
Publisher:
Routledge
Issue Date:
2001
URI:
http://hdl.handle.net/2173/67847
DOI:
10.1080/01411920120095780
Additional Links:
http://www.tandf.co.uk/journals/titles/01411926.asp
Abstract:
This article reports the outcomes of a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university-based researchers and a team of teacher-researchers. The aims were to build on basic research already carried out by the university researchers by investigating the issues from a more practical and applied perspective; consider how a collaborative action research approach to the professional development of teachers might be used to bring about changes in classroom assessment practices; and provide a basis for the further development and refinement of theory on formative assessment. The article reports on changes in classroom practice, particularly involving the clarification and communication of assessment criteria to pupils, and on the processes by which this came about.
Type:
Article
Language:
en
Description:
This metadata relates to an electronic version of an article published in British educational research journal, 2001, vol. 27, no. 5, pp. 615-631. British educational research journal is available online at informaworldTM at http://www.tandf.co.uk/journals/titles/01411926.asp
Keywords:
Educational research
ISSN:
0141-1926
EISSN:
1469-3518

Full metadata record

DC FieldValue Language
dc.contributor.authorTorrance, Harry-
dc.contributor.authorPryor, John-
dc.date.accessioned2009-05-12T12:36:37Z-
dc.date.available2009-05-12T12:36:37Z-
dc.date.issued2001-
dc.identifier.citationBritish educational research journal, 2001, vol. 27, no. 5, pp. 615-631en
dc.identifier.issn0141-1926-
dc.identifier.doi10.1080/01411920120095780-
dc.identifier.urihttp://hdl.handle.net/2173/67847-
dc.descriptionThis metadata relates to an electronic version of an article published in British educational research journal, 2001, vol. 27, no. 5, pp. 615-631. British educational research journal is available online at informaworldTM at http://www.tandf.co.uk/journals/titles/01411926.aspen
dc.description.abstractThis article reports the outcomes of a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university-based researchers and a team of teacher-researchers. The aims were to build on basic research already carried out by the university researchers by investigating the issues from a more practical and applied perspective; consider how a collaborative action research approach to the professional development of teachers might be used to bring about changes in classroom assessment practices; and provide a basis for the further development and refinement of theory on formative assessment. The article reports on changes in classroom practice, particularly involving the clarification and communication of assessment criteria to pupils, and on the processes by which this came about.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.tandf.co.uk/journals/titles/01411926.aspen
dc.subjectEducational researchen
dc.titleDeveloping formative assessment in the classroom: using action research to explore and modify theoryen
dc.typeArticleen
dc.identifier.eissn1469-3518-
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