Systematic review of evidence-based formative assessment practices in elementary and secondary teaching

被引:0
作者
Kabore, Noaga Dieudonne [1 ]
Frenette, Eric [1 ]
Hebert, Marie-Helene [2 ]
机构
[1] Univ Laval, Quebec City, PQ, Canada
[2] Univ TELUQ, Quebec City, PQ, Canada
来源
REVUE DES SCIENCES DE L EDUCATION | 2022年 / 48卷 / 01期
关键词
assessment practices; assessment of learning; formative assessment; evidence; elementary and secondary education; SELF-ASSESSMENT; PORTFOLIO ASSESSMENT; STUDENTS; ACHIEVEMENT; CLASSROOMS; EDUCATION; RUBRICS; IMPACT;
D O I
10.7202/1096356ar
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The multiple conceptualizations of learning assessment have led to a wide variety of practices, and it is difficult to determine which ones promote student learning. The purpose of this research is to attempt to identify best practices in formative assessment in the context of elementary and secondary education. A systematic review, which identified and analyzed 35 articles, revealed five practices that are recognized as being effective in promoting student learning in the classroom. Two other practices appear promising but require further research. Implications for policies, practices and research are discussed.
引用
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页数:30
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