De volta ao básico
Definições E Processos De Avaliação
Bibliographic Data
| ID | 3949377 |
|---|---|
| Authors | Maddalena Taras (University of Sunderland, corresponding author) |
| Year | 2010 |
| Volume | 5 |
| Issue | 2 |
| Pages | 123-130 |
| Publication date | 2010-12-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Praxis Educativa (JOURNAL) |
| Journal identifiers | ISSN: 1809-4031 • E-ISSN: 1809-4309 |
| Publisher | Universidade Estadual de Ponta Grossa (UEPG) (PUBLISHER) |
| DOI | 10.5212/praxeduc.v.5i1.123130 |
| OpenAlex | W2115999164 |
| Language | PT |
| Citations received | 1 |
| References cited | 12 |
In a performance – and results – driven educational world the concept of formative assessment has inspired the educational community by its discourse and focus on learning and learners. However, a number of controversies have surfaced: primary among these are terminological opacities and disparities both within and across continents and sectors (TARAS 2007b, 2009). Among others, Perrenoud (1998) signals the importance of positioning theoretical and practical discourse on assessment within a wider pedagogic context and within theories of learning. Taras (2005) argues that concepts of assessment, including formative assessment, are best and more effectively understood firstly within the wider assessment framework and, secondly, within the relationships of summative, formative and self-assessment. This paper examines definitions of assessments. It begins with basic concepts of assessment, summative, formative, self-assessment and feedback and inter-relates these. The principles inherent in definitions set the parameters of both processes and practice as part of a logical sequence and framework. Keywords:Assessment. Formative assessment. Summative assessment
Humanities · Education Pedagogy and Practices · Educational Practices and Policies · Medicine · Philosophy · Student Assessment and Feedback
Assessing Learners in Higher Education
The Contemporary Theory of Metaphor
Metaphors We Live By
On the definition of feedback
Assessment and Classroom Learning
The contemporary theory of metaphor
Formative assessment and the design of instructional systems
Discourse and social change
To Feedback or Not to Feedback in Student Self-assessment
Moving beyond the metaphor of transfer of learning
Rolling out ‘good’, ‘best’ and ‘excellent’ practice. What next? Perfect practice
Assessment – Summative and Formative – Some Theoretical Reflections
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 2018 - 2018 (1) |
| Citation velocity | historical |
| Highly cited | No |