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Batey, Edward (2015) More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships. [Dissertation (University of Nottingham only)]

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Abstract

Assessment for learning

(Afl) has become an integral part of current educational philosophy

-

both

teachers and schools are judged on their ability to implement it effectively. Nearly two decades since

Afl's appearance, opinions differ on exactly what it constitutes. General co

nsensus agrees that Afl has

as its base a strong commitment to high quality formative assessment, but influential academics argue

that Afl has deeper implications involving student voice and student ownership of their learning.



The study proposes that as

Afl requires students to think more critically about their learning, an

important consequence of Afl should be a gradual shift towards more democratic classrooms and

more peer oriented teacher

–

student relationships.



Research was conducted at two inter

national schools in a large metropolitan city in China through semi

–

structured interviews with five students and questionnaires with 20 teachers. Reflecting wider

research, results show that students value closer, peer

–

oriented relationships with their

teachers and

believe this to have a positive effect on their learning. While the majority of teachers are comfortable

with the formative assessment elements of Afl, a minority disagree with elements pertaining to

evolving student

–

teacher relationships a

nd a move towards a more democratic learning environment.

Item Type:	Dissertation (University of Nottingham only)
Depositing User:	Gigg, Diane
Date Deposited:	04 Aug 2015 10:04
Last Modified:	14 Oct 2017 18:44
URI:	https://eprints.nottingham.ac.uk/id/eprint/29487

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