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SUMMARY:(De-) Formative assessment: is formative assessment as benign as w
 e think? - Dr Barbara Crossouard\, University of Sussex
DTSTART:20120515T143000Z
DTEND:20120515T160000Z
UID:TALK34861@talks.cam.ac.uk
CONTACT:14709
DESCRIPTION:Formative assessment has been taken up in many institutionalis
 ed learning contexts over the last decade\, often in the guise of ‘Asses
 sment for Learning’ (AfL). Both terms have largely positive associations
  – it seems to be assumed that formative assessment or AfL will simply b
 e a ‘good thing’. Drawing upon data from a recent research project inv
 olving in-depth case studies of two Scottish primary school classrooms\, t
 he presentation will argue that such assumptions misrecognise the possibil
 ity of undesirable learning and the work of formative assessment in securi
 ng the internalisation of rather problematic norms. Dr Crossouard’s anal
 ysis of the micro-practices of formative assessment in these classrooms su
 ggests how they are imbued with social class and gendered hierarchies whic
 h could not be addressed using the language available to teachers for thei
 r formative assessment commentary. The presentation concludes by consideri
 ng implications for curriculum and assessment development.\n
LOCATION:Hughes Hall\, Mortimer Road\, Cambridge\, UK
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