Start Date
22-8-2022 1:45 PM
End Date
22-8-2022 2:45 PM
Subjects
School based assessment, Feedback, Student assessment, Student centred learning, Student role, Monitoring (Assessment), Evaluation methods, Primary secondary education
Abstract
The power of classroom assessment and feedback to improve student learning outcomes has long been recognised. Yet, decades of research have yielded disappointing and often conflicting outcomes. This presentation challenges traditional conceptions of classroom assessment and feedback as teacher-driven practices. To meet learner needs better, it proposes a student-centred perspective in which students are active and have agency. By drawing on an extensive study of feedback reviews, this presentation illustrates how conceptualisations of feedback have changed over recent decades. This paper provides key insights into how classroom assessment and feedback practices can be changed in ways that are sustainable, afford student agency, and enhance student learning outcomes. Key learnings from recent research in primary and secondary education contexts are synthesised to provide state-of-the-art insights for shaping policy, practice and future research.
Recommended Citation
van der Kleij, F. (2022). Reimagining classroom assessment and feedback to meet learner needs. In K. Burns (Ed.), Research Conference 2022: Reimagining assessment: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-685-7-5
Copyright Statement
Copyright Australian Council for Educational Research 2022
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-685-7
DOI
https://doi.org/10.37517/978-1-74286-685-7-5
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
Reimagining classroom assessment and feedback to meet learner needs
The power of classroom assessment and feedback to improve student learning outcomes has long been recognised. Yet, decades of research have yielded disappointing and often conflicting outcomes. This presentation challenges traditional conceptions of classroom assessment and feedback as teacher-driven practices. To meet learner needs better, it proposes a student-centred perspective in which students are active and have agency. By drawing on an extensive study of feedback reviews, this presentation illustrates how conceptualisations of feedback have changed over recent decades. This paper provides key insights into how classroom assessment and feedback practices can be changed in ways that are sustainable, afford student agency, and enhance student learning outcomes. Key learnings from recent research in primary and secondary education contexts are synthesised to provide state-of-the-art insights for shaping policy, practice and future research.