Pryor, John (2009) Developing thinking about the possibilities of formative assessment. Problemy Wczesnej Edukacji, 9. pp. 56-68. ISSN 1734-1582

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Abstract

This paper summarizes the research of the author into formative assessment. After an introduction, the
second part introduces the idea of formative assessment and its historical context. Basic research
investigating formative assessment in early years classrooms is then summarized and the conceptual
framework of convergent and divergent introduced. The fourth part describes action research with
primary school teachers to develop their practice using these concepts and an analytic framework of
formative assessment processes. It also explains a more synthetic approach developed by the teacher
researchers to accomplish formative assessment in practice. The fifth section shows how these ideas
have been taken forward through research into formative assessment at university. Some of the
outcomes of this research are then related speculatively to practice with younger children and readers
are asked to appraise their relevance for a Polish (early years) setting. In particular the notion of
learner identity is invoked as a way of making sense of formative assessment as a means of bridging
the individual and social worlds of contemporary schooling and aspiration.

Item Type:	Article
Schools and Departments:	School of Education and Social Work > Education
Related URLs:	Publisher
Depositing User:	John Pryor
Date Deposited:	06 Feb 2012 20:29
Last Modified:	31 Jul 2012 09:24
URI:	http://sro.sussex.ac.uk/id/eprint/26146

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