Formative assessment in the classroom where psychological theory meets social practice

Pryor, John and Torrance, Harry (1998) Formative assessment in the classroom where psychological theory meets social practice. Social Psychology of Education, 2 (2). 151 - 176. ISSN 1381-2890

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Abstract

The paper relates literature on formative assessment to relevant literature in the field of achievement motivation and then subjects both to scrutiny by analysing video transcript data of how teachers and students interact in the context of routine assessment ''events.'' The paper represents a critique of approaches to formative assessment where the complexity of the situation is minimized and interaction is seen in purely cognitive terms. It suggests that an attempt to understand formative assessment must involve a critical combination and co-ordination of insights derived from a number of psychological and sociological standpoints, none of which by themselves provide a sufficient basis for analysis, and that such considerations need to be contextualized in the actual social setting of the classroom.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Depositing User: John Pryor
Date Deposited: 06 Feb 2012 21:15
Last Modified: 06 Feb 2012 22:06
URI: http://sro.sussex.ac.uk/id/eprint/30506
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