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Expanding Notions of Assessment for Learning

Inside Science and Technology Primary Classrooms

  • Book
  • © 2013

Overview

Authors:
  1. Bronwen Cowie

    1. Wilf Malcolm Institute of Educational Research Faculty of Education, University of Waikato, NZ

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  2. Judy Moreland

    1. Wilf Malcolm Institute of Educational Research Faculty of Education, University of Waikato, NZ

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    You can also search for this author in PubMed   Google Scholar

  3. Kathrin Otrel-Cass

    1. Department for Learning and Philosophy, Aalborg University, Denmark

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xii
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  2. Our Aspirations

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 1-8

  3. Assessment for Learning Interactions

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 9-20

  4. Elaborating our Context

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 21-28

  5. Strengthening Teacher Planning and Preparation

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 29-49

  6. Assessment for Learning Interactions as Multimodal

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 51-75

  7. Material Artefacts as Scenarios and Resources for Ideas and Interaction

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 77-95

  8. Pursuing Learning as Coherent, Connected and Cumulative

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 97-112

  9. Fostering Student Learning Agency and Autonomy

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 113-138

  10. Concluding Thoughts

    • Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass
    Pages 139-148

  11. Back Matter

    Pages 149-161
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Keywords

About this book

Assessment for learning [AfL] is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book’s fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL. The following points are illustrated: • AfL interactions are multifaceted, multimodal and take place over multiple time scales. • Student learning autonomy is promoted when teachers provide opportunities for students to exercise agency within a system of accountabilities. • Teacher pedagogical content knowledge plays a pivotal role in teachers being able to respond to students. • Productive AfL interactions are reflective of the way a particular discipline generates and warrants knowledge. The book will be of interest to teachers and educational researchers who want to examine AfL from a theoretical and a practical perspective

Authors and Affiliations

  • Wilf Malcolm Institute of Educational Research Faculty of Education, University of Waikato, NZ

    Bronwen Cowie, Judy Moreland

  • Department for Learning and Philosophy, Aalborg University, Denmark

    Kathrin Otrel-Cass

Bibliographic Information

  • Book Title: Expanding Notions of Assessment for Learning

  • Book Subtitle: Inside Science and Technology Primary Classrooms

  • Authors: Bronwen Cowie, Judy Moreland, Kathrin Otrel-Cass

  • DOI: https://doi.org/10.1007/978-94-6209-061-3

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: SensePublishers 2013

  • eBook ISBN: 978-94-6209-061-3Published: 11 February 2013

  • Edition Number: 1

  • Number of Pages: XII, 161

  • Topics: Education, general

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