Abstract

FERNANDES, Domingos. Towards a theory of formative assessment . Rev. Port. de Educação [online]. 2006, vol.19, n.2, pp.21-50. ISSN 0871-9187.

The main goal of this paper is to contribute for the construction of a theory of formative assessment upon which classroom assessment practices could be based and improved. Beyond presenting, discussing, and defining the concept of alternative formative assessment, this paper proposes the development of research wich enables one to understand: a) classroom curriculum development processes and its relationship with assessment processes; b) pupils’ and teachers’ roles in the teaching, learning, and assessing processes; and c) classroom teaching, learning, and assessment environments as well as its contexts and pedagogical dynamics. Also, in order to develop empirical research and the theoretical construction in the area of formative assessment it is proposed that classroom assessment realities should be both described, analysed, and interpreted. As a consequence, examples are given of research questions which are seen as having priority to meet the above mentioned aims.

Keywords : Assessment theory; Formative assessment; Assessment and learning.

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