From Fragmentation to Coherence: Student Experience of Assessment for Learning
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| Title: | From Fragmentation to Coherence: Student Experience of Assessment for Learning |
|---|---|
| Language: | English |
| Authors: | Julie Arnold (ORCID |
| Source: | Australian Educational Researcher. 2024 51(5):1849-1875. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Students, Language Impairments, Attention Deficit Disorders, Recall (Psychology), Summative Evaluation, Alternative Assessment, Developmental Continuity, Experiential Learning, Student Attitudes, Teaching Methods, Student Experience |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s13384-023-00668-y |
| ISSN: | 0311-6999 2210-5328 |
| Abstract: | Student experience of Assessment for Learning (AfL) pedagogies ideally provides multiple entry points for students to take past learning forward into future learning. In practice, points of disconnection may confound the accessibility of AfL's repertoire of practices. This paper investigates the AfL experiences of students with likely language and attentional difficulties and their peers in three Australian secondary schools. Ninety-two students shared their insights in interviews and focus groups, with data analysed abductively through a conceptual frame of six dimensions. Common practical effects for students included recognition and value of a range of teacher practices. Students with language and attentional difficulties indicated more uneven recall of processes, especially when teacher practice of AfL was fragmented and classroom routines prioritised summative assessment. Fragmentation in turn compromised the emotional and evaluative dimensions of experience that catalyse continuity in learning. Critical insights from students about how they searched for and secured cohesive experiences points to how AfL offers agentic possibilities for learning beyond the immediate activities of the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443281 |
| Database: | ERIC |
| Abstract: | Student experience of Assessment for Learning (AfL) pedagogies ideally provides multiple entry points for students to take past learning forward into future learning. In practice, points of disconnection may confound the accessibility of AfL's repertoire of practices. This paper investigates the AfL experiences of students with likely language and attentional difficulties and their peers in three Australian secondary schools. Ninety-two students shared their insights in interviews and focus groups, with data analysed abductively through a conceptual frame of six dimensions. Common practical effects for students included recognition and value of a range of teacher practices. Students with language and attentional difficulties indicated more uneven recall of processes, especially when teacher practice of AfL was fragmented and classroom routines prioritised summative assessment. Fragmentation in turn compromised the emotional and evaluative dimensions of experience that catalyse continuity in learning. Critical insights from students about how they searched for and secured cohesive experiences points to how AfL offers agentic possibilities for learning beyond the immediate activities of the classroom. |
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| ISSN: | 0311-6999 2210-5328 |
| DOI: | 10.1007/s13384-023-00668-y |
