Formative assessment as mediation
Whilst principles of validity, reliability and fairness should be central concerns for the assessment of student learning in higher education, simplistic notions of ‘transparency’ and ‘explicitness’ in terms of assessment criteria should be critiqued more rigorously. This article examines the inhe...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of the Free State
2011-06-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | https://journals.ufs.ac.za/index.php/pie/article/view/1682 |
| _version_ | 1797270863059353600 |
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| author | Mark de Vos Dina Zoë Belluigi |
| author_facet | Mark de Vos Dina Zoë Belluigi |
| author_sort | Mark de Vos |
| collection | DOAJ |
| description |
Whilst principles of validity, reliability and fairness should be central concerns for the assessment of student learning in higher education, simplistic notions of ‘transparency’ and ‘explicitness’ in terms of assessment criteria should be critiqued more rigorously. This article examines the inherent tensions resulting from CRA’s links to both behaviourism and constructivism and argues that more nuance and interpretation is required if the assessor is to engage his/her students with criterion-based assessment from a constructivist paradigm. One way to negotiate the tensions between different assessment ideologies and approaches meaningfully is to construe assessment as ‘mediation’. This article presents an example assessment rubric informed by John Biggs’ (1999) SOLO Taxonomy.
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| first_indexed | 2024-04-25T02:11:01Z |
| format | Article |
| id | doaj.art-adecc86b6b6e4006a0f59eb55ba765e7 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T02:11:01Z |
| publishDate | 2011-06-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-adecc86b6b6e4006a0f59eb55ba765e72024-03-07T11:18:38ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2011-06-01292Formative assessment as mediationMark de Vos0Dina Zoë Belluigi1Rhodes UniversityRhodes University Whilst principles of validity, reliability and fairness should be central concerns for the assessment of student learning in higher education, simplistic notions of ‘transparency’ and ‘explicitness’ in terms of assessment criteria should be critiqued more rigorously. This article examines the inherent tensions resulting from CRA’s links to both behaviourism and constructivism and argues that more nuance and interpretation is required if the assessor is to engage his/her students with criterion-based assessment from a constructivist paradigm. One way to negotiate the tensions between different assessment ideologies and approaches meaningfully is to construe assessment as ‘mediation’. This article presents an example assessment rubric informed by John Biggs’ (1999) SOLO Taxonomy. https://journals.ufs.ac.za/index.php/pie/article/view/1682Criterion Referenced AssessmentCRAMediationArbitrationFormative assessmentBloom's Taxonomy |
| spellingShingle | Mark de Vos Dina Zoë Belluigi Formative assessment as mediation Perspectives in Education Criterion Referenced Assessment CRA Mediation Arbitration Formative assessment Bloom's Taxonomy |
| title | Formative assessment as mediation |
| title_full | Formative assessment as mediation |
| title_fullStr | Formative assessment as mediation |
| title_full_unstemmed | Formative assessment as mediation |
| title_short | Formative assessment as mediation |
| title_sort | formative assessment as mediation |
| topic | Criterion Referenced Assessment CRA Mediation Arbitration Formative assessment Bloom's Taxonomy |
| url | https://journals.ufs.ac.za/index.php/pie/article/view/1682 |
| work_keys_str_mv | AT markdevos formativeassessmentasmediation AT dinazoebelluigi formativeassessmentasmediation |