formative assessment for all a whole-school approach to形成性评估的所有学校的方法.pdfVIP

Authors 1. Mark Priestley, Institute of Education, University of Stirling, Stirling FK11 7BW 2. Daniela Sime, Department of Educational and Professional Studies, University of Strathclyde, 76 Southbrae Drive, Glasgow G13 1PP Address for correspondance Mark Priestley, Institute of Education, University of Stirling, Stirling FK11 7BW UK Tel 01786 466272 Email m.r.priestley@stir.ac.uk Acknowledgements The authors gratefully acknowledge the advice given by Nick Boreham and Richard Edwards during the drafting of this paper. We are, of course, indebted to the staff at Discovery School for their willing participation in the research project. Formative assessment for all: a whole school approach to pedagogic change Scotland’s Assessment is for Learning initiative (AifL) seeks to introduce a coordinated national system for assessment in schools. Formative assessment is a major plank in this. The initiative has moved beyond its pilot phase and it is intended that it will be adopted by all Scottish schools by 2007. This paper draws upon the case study of a primary school that has adopted a whole school approach to enacting the formative assessment principles of AifL since 2004. The paper utilises Margaret Archer’s social theory to analyse and explain the processes of change that have underpinned the development of formative assessment in the school. It argues that meaningful change in schools can be stimulated by encouraging socio- cultural interaction amongst practitioners, via the impetus provided by a central initiative 1 combined with the creation of spaces for dialogue and the extension of professional trust and autonomy. Key words: formative assessment;