Creating communities of shared practice: Assessment use in learning and teaching
Elwood, J, and Klenowski, Val (2002) Creating communities of shared practice: Assessment use in learning and teaching. Assessment and Evaluation in Higher Education, 27 (3).
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Teachers and researchers in the field of educational assessment have a strong professional interest in evaluating practices that constitute effective educational assessment at the classroom level. In pursuing these goals it is fundamental for teachers and pupils to grow in a community of shared practice where nothing in the assessment process is hidden and students become assessors of their own learning. The challenge for students and teachers within present-day classrooms is understanding and learning how these communities are created. This paper is based on action research carried out to investigate our own teaching of the subject of assessment at postgraduate level. The focus of the research was to integrate current research evidence within educational assessment into our own professional practice. Such research suggests that to improve learning and indeed teaching, educational assessment must be formative in both function and purpose and must put the student at the centre of the assessment process. The paper describes the processes and procedures by which common meanings of published criteria and assessment quality for masters level coursework held by one community of assessors were shared and interpreted by students to enable them to articulate their own learning through student-self assessment.
© Taylor & Francis 2002. This journal is available online (use hypertext link above)
|Keywords:||Assessment, Postgraduate assessment|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 100%|
|Deposited On:||20 Oct 2006|
|Last Modified:||14 Feb 2011 01:12|
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