Classroom assessment as a reciprocal practice to develop students’ agency : A social cognitive perspective

- Fletcher, Anna

Title
Classroom assessment as a reciprocal practice to develop students’ agency : A social cognitive perspective
Creator
Fletcher, Anna
Date
2018
Type
Text; Journal article
Identifier
http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/166427
Identifier
vital:13426
Identifier
https://doi.org/10.18296/am.0032
Identifier
ISBN:1176-7839
Abstract
The links among theory, teaching practice, and evidence of student learning have increasingly gained traction in the public discourse in much of the Western world, as educational policy makers seek to bring together accountability demands with the push for improvements in student learning. This article draws on the notion of teaching and assessment as generations informed by diverse theoretical viewpoints. The article pursues three goals. First, it identifies distinct elements of social cognitive theory and the concept of triadic reciprocality in relation to the concepts of student agency and reciprocity between teachers and students’ in-classroom assessment as a learning process. Secondly, the article outlines the transformation of assessment practice over three generations of pedagogical theory. Thirdly, it argues that social cognitive theory offers a recalibrated understanding of assessment as a student-centred learning process.
Publisher
New Zealand Council for Educational Research (NZCER)
Relation
Assessment Matters Vol. 12, no. (2018), p. 34-57
Rights
Copyright © NZCER Press
Rights
This metadata is freely available under a CCO license
Rights
Open Access
Subject
1303 Specialist Studies In Education; 1605 Policy and Administration; 1301 Education Systems; Student learning; Classroom assessment; Pedagogical theory; Social cognitive theory
Full Text
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