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Developing Formative Assessment in the Classroom: Using action research to explore and modify theory
Author(s) -
Torrance Harry,
Pryor John
Publication year - 2001
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920120095780
Subject(s) - formative assessment , action research , perspective (graphical) , action (physics) , mathematics education , pedagogy , psychology , engineering ethics , computer science , engineering , artificial intelligence , physics , quantum mechanics
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.