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Between two stories: assessment of and for learning
Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).ORCID iD: 0000-0002-2953-8686
2011 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 4, p. 541-550Article in journal (Refereed) Published
Abstract [en]

The study was conducted in a school for special education with small classes of six to 12 students. The aim was to illuminate how students’ understanding of written assessments could be related to assessment for learning. Twenty-nine students were asked to describe their understanding of written assessment in three different subjects and, further, to describe their perceptions in follow-up interviews. The two-step analysis first focused on individual understanding. Thereafter Vygotsky’s zone of proximal development (ZPD) was used as analytical tool. In the first analysis three categories were identified. Students’ understandings were related to subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. Difficulties with schoolwork were seen as problems of the individual and the measures were directed towards the student. Even though the guidelines ask for a relational perspective a categorical perspective sometimes was adopted in the assessments. The implications of the study relate to the ways teacher’s assessment competences can encompass students’ understanding and how this can be translated into action.

Place, publisher, year, edition, pages
Oxfordshire: Routledge, 2011. Vol. 26, no 4, p. 541-550
Keywords [en]
assessment, special education, ZPD, scaffolding, categorical perspective
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-16767DOI: 10.1080/08856257.2011.597189ISI: 000209304700010Scopus ID: 2-s2.0-80053521364OAI: oai:DiVA.org:hh-16767DiVA, id: diva2:466585
Available from: 2011-12-16 Created: 2011-12-16 Last updated: 2017-11-30Bibliographically approved

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Wennergren, Ann-Christine

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf