More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships
Assessment for learning (Afl) has become an integral part of current educational philosophy - both teachers and schools are judged on their ability to implement it effectively. Nearly two decades since Afl's appearance, opinions differ on exactly what it constitutes. General co nsens...
| Main Author: | |
|---|---|
| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2015
|
| Online Access: | https://eprints.nottingham.ac.uk/29487/ |
| _version_ | 1848793797988712448 |
|---|---|
| author | Batey, Edward |
| author_facet | Batey, Edward |
| author_sort | Batey, Edward |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Assessment for learning
(Afl) has become an integral part of current educational philosophy
-
both
teachers and schools are judged on their ability to implement it effectively. Nearly two decades since
Afl's appearance, opinions differ on exactly what it constitutes. General co
nsensus agrees that Afl has
as its base a strong commitment to high quality formative assessment, but influential academics argue
that Afl has deeper implications involving student voice and student ownership of their learning.
The study proposes that as
Afl requires students to think more critically about their learning, an
important consequence of Afl should be a gradual shift towards more democratic classrooms and
more peer oriented teacher
–
student relationships.
Research was conducted at two inter
national schools in a large metropolitan city in China through semi
–
structured interviews with five students and questionnaires with 20 teachers. Reflecting wider
research, results show that students value closer, peer
–
oriented relationships with their
teachers and
believe this to have a positive effect on their learning. While the majority of teachers are comfortable
with the formative assessment elements of Afl, a minority disagree with elements pertaining to
evolving student
–
teacher relationships a
nd a move towards a more democratic learning environment. |
| first_indexed | 2025-11-14T19:06:01Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-29487 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:06:01Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-294872017-10-14T18:44:57Z https://eprints.nottingham.ac.uk/29487/ More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships Batey, Edward Assessment for learning (Afl) has become an integral part of current educational philosophy - both teachers and schools are judged on their ability to implement it effectively. Nearly two decades since Afl's appearance, opinions differ on exactly what it constitutes. General co nsensus agrees that Afl has as its base a strong commitment to high quality formative assessment, but influential academics argue that Afl has deeper implications involving student voice and student ownership of their learning. The study proposes that as Afl requires students to think more critically about their learning, an important consequence of Afl should be a gradual shift towards more democratic classrooms and more peer oriented teacher – student relationships. Research was conducted at two inter national schools in a large metropolitan city in China through semi – structured interviews with five students and questionnaires with 20 teachers. Reflecting wider research, results show that students value closer, peer – oriented relationships with their teachers and believe this to have a positive effect on their learning. While the majority of teachers are comfortable with the formative assessment elements of Afl, a minority disagree with elements pertaining to evolving student – teacher relationships a nd a move towards a more democratic learning environment. 2015-06 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/29487/1/Batey_Edward_Dissertation.pdf Batey, Edward (2015) More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships. [Dissertation (University of Nottingham only)] |
| spellingShingle | Batey, Edward More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships |
| title | More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships |
| title_full | More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships |
| title_fullStr | More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships |
| title_full_unstemmed | More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships |
| title_short | More than just a formative assessment: Assessment for learning as a driver for critical thinking, democracy and positive classroom relationships |
| title_sort | more than just a formative assessment: assessment for learning as a driver for critical thinking, democracy and positive classroom relationships |
| url | https://eprints.nottingham.ac.uk/29487/ |