Table of Contents
ISRN Education
Volume 2013, Article ID 640609, 6 pages
http://dx.doi.org/10.1155/2013/640609
Research Article

A Framework for Assessment for Learning: Implications for Feedback Practices within and beyond the Gap

Curriculum, Teaching and Learning Academic Group, National Institute of Education, 1 Nanyang Walk, Singapore 637616

Received 14 February 2013; Accepted 12 March 2013

Academic Editors: B. Marlow, R. Martens, and S. Thoma

Copyright © 2013 Kelvin Tan. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

  1. P. Black and D. William, “Assessment and classroom learning,” Assessment in Education, vol. 5, no. 1, pp. 7–74, 1998. View at Google Scholar
  2. R. E. Bennett, “Formative assessment: a critical review,” Assessment in Education, vol. 18, no. 1, pp. 5–25, 2011. View at Publisher · View at Google Scholar · View at Scopus
  3. L. Shepard, “Classroom assessment,” in Educational Measurement, R. L. Brennan, Ed., Praeger, Westport, Conn, USA, 4th edition, 2006. View at Google Scholar
  4. G. Cizek, “An introduction to formative assessment,” in Handbook of Formative Assessment, H. Andrade and G. Cizek, Eds., Routledge, New York, NY, USA, 2010. View at Google Scholar
  5. P. Black, C. Harrison, C. Lee, B. Marshall, and D. Wiliam, Assessment For Learning: Putting It Into Practice, Open University Press, Berkshire, UK, 2003.
  6. D. Wiliam, “An integrative summary of the research literature and implications for a new theory of formative assessment,” in Handbook of Formative Assessment, H. Andrade and G. Cizek, Eds., Routledge, New York, NY, USA, 2010. View at Google Scholar
  7. D. R. Sadler, “Formative assessment and the design of instructional systems,” Instructional Science, vol. 18, no. 2, pp. 119–144, 1989. View at Publisher · View at Google Scholar · View at Scopus
  8. S. Buckles, M. Schug, and M. Watts, “A national survey of state assessment practices in the social studies,” The Social Studies, vol. 92, no. 4, pp. 141–1146, 2001. View at Publisher · View at Google Scholar
  9. A. Ramaprasad, “On the definition of feedback,” Behavioural Science, vol. 28, no. 1, pp. 4–13, 1983. View at Publisher · View at Google Scholar
  10. D. Boud, “Sustainable assessment: rethinking assessment for the learning society,” Studies in Higher Education, vol. 22, no. 2, pp. 151–167, 2000. View at Google Scholar
  11. P. Orsmond, S. Maw, J. Park, S. Gomez, and A. Crook, “Moving feedback forward: theory to practice,” Assessment & Evaluation in Higher Education, pp. 1–3, 2011. View at Publisher · View at Google Scholar
  12. D. Hounsell, V. McCune, J. Hounsell, and J. Litjens, “The quality of guidance and feedback to students,” Higher Education Research & Development, vol. 27, no. 1, pp. 55–567, 2008. View at Google Scholar
  13. J. Scoles, M. Huxham, and J. McArthur, “No longer exempt from good practice: using exemplars to close the feedback gap for exams,” Assessment & Evaluation in Higher Education, 2012. View at Publisher · View at Google Scholar
  14. K. Tan, “Assessment for learning in Singapore: unpacking its meanings and identifying some areas for improvement,” Educational Research for Policy and Practice, vol. 10, no. 2, pp. 91–103, 2011. View at Publisher · View at Google Scholar · View at Scopus
  15. J. Akister, “Designing and using a patchwork text to assess social work students undertaking a module in family therapy,” Innovations in Education and Teaching International, vol. 40, no. 2, pp. 202–209, 2003. View at Publisher · View at Google Scholar · View at Scopus
  16. R. Dalrymple and P. Smith, “The patchwork text: enabling discursive writing and reflective practice on a foundation module in work-based learning,” Innovations in Education and Teaching International, vol. 45, no. 1, pp. 47–54, 2008. View at Publisher · View at Google Scholar · View at Scopus
  17. R. Winter, “Contextualizing the patchwork text: addressing problems of coursework assessment in higher education,” Innovations in Education and Teaching International, vol. 40, no. 2, pp. 112–122, 2003. View at Publisher · View at Google Scholar · View at Scopus
  18. P. Ovens, “A patchwork text approach to assessment in teacher education,” Teaching in Higher Education, vol. 8, no. 40, pp. 545–5562, 2003. View at Publisher · View at Google Scholar
  19. K. H. K. Tan, Alternative Assessment in Schools: A Qualitative Approach, Pearson Education South East Asia, Singapore, 2nd edition, 2011.
  20. K. H. K. Tan and K. Koh, Authentic Assessment in Schools, Pearson Education South East Asia, Singapore, 2008.
  21. I. Vardis, “Effectively feeding forward from one written assessment task to the next,” Assessment & Evaluation in Higher Education, 2012. View at Publisher · View at Google Scholar
  22. V. Trafford and S. Leshem, “Doctorateness as a threshold concept,” Innovations in Education and Teaching International, vol. 46, no. 3, pp. 305–316, 2009. View at Publisher · View at Google Scholar · View at Scopus
  23. J. H. F. Meyer and R. Land, Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising Within Disciplines, TLRP/ESRC, Swindon, UK, 2003.
  24. P. Davies and J. Brant, Business, Economics and Enterprise: Teaching School Subjects, Routledge, London, UK, 2006.
  25. D. Boud, “Reframing assessment as if learning were important,” in Rethinking Assessment in Higher Education, D. Boud and N. Falchikov, Eds., Routledge, London, UK, 2007. View at Google Scholar