|Title: ||Developing formative assessment in the classroom: using action research to explore and modify theory|
|Citation: ||British educational research journal, 2001, vol. 27, no. 5, pp. 615-631|
|Issue Date: ||2001 |
|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.|
|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|
|Appears in Collections: ||ESRI Research Group: Professional Issues |
Institute of Education
ESRI: Education and Social Research Institute
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