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.

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

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Aug 22nd, 1:45 PM Aug 22nd, 2:45 PM

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.