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Article: Conceptualizing pre-emptive formative assessment

TitleConceptualizing pre-emptive formative assessment
Authors
Issue Date2007
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0969594X.asp
Citation
Assessment in Education: Principles, Policy and Practice, 2007, v. 14 n. 2, p. 171-184 How to Cite?
AbstractThis paper seeks to unpack some dimensions of formative assessment not yet fully articulated in the existing literature. It introduces the term, pre‐emptive formative assessment to denote teacher actions which attempt to clarify student understandings before misconceptions have resulted in ineffective learning outcomes and/or loss of marks in assignments or examinations. It is suggested that this dimension is common in practice but its principles and practice have not yet been conceptualized. The rationale for pre‐emptive formative assessment stems from key issues in the provision of useful feedback, namely timeliness and the opportunity for students to act. An example of pre‐emptive formative assessment is described and issues in its implementation discussed. Limitations of pre‐emptive formative assessment are examined. The paper concludes by arguing that pre‐emptive formative assessment is worthy of wider attention, and outlines some directions of further exploration and ongoing data collection.
Persistent Identifierhttp://hdl.handle.net/10722/85164
ISSN
2015 SCImago Journal Rankings: 0.600

 

DC FieldValueLanguage
dc.contributor.authorCarless, DRen_HK
dc.date.accessioned2010-09-06T09:01:34Z-
dc.date.available2010-09-06T09:01:34Z-
dc.date.issued2007en_HK
dc.identifier.citationAssessment in Education: Principles, Policy and Practice, 2007, v. 14 n. 2, p. 171-184en_HK
dc.identifier.issn0969-594X-
dc.identifier.urihttp://hdl.handle.net/10722/85164-
dc.description.abstractThis paper seeks to unpack some dimensions of formative assessment not yet fully articulated in the existing literature. It introduces the term, pre‐emptive formative assessment to denote teacher actions which attempt to clarify student understandings before misconceptions have resulted in ineffective learning outcomes and/or loss of marks in assignments or examinations. It is suggested that this dimension is common in practice but its principles and practice have not yet been conceptualized. The rationale for pre‐emptive formative assessment stems from key issues in the provision of useful feedback, namely timeliness and the opportunity for students to act. An example of pre‐emptive formative assessment is described and issues in its implementation discussed. Limitations of pre‐emptive formative assessment are examined. The paper concludes by arguing that pre‐emptive formative assessment is worthy of wider attention, and outlines some directions of further exploration and ongoing data collection.-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0969594X.aspen_HK
dc.relation.ispartofAssessment in Education: Principles, Policy and Practiceen_HK
dc.rightsThis is an electronic version of an article published in [include the complete citation information for the final version of the article as published in the print edition of the journal]. [JOURNAL TITLE] is available online at: http://www.informaworld.com/smpp/ with the open URL of your article-
dc.titleConceptualizing pre-emptive formative assessmenten_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0969-594X&volume=14&issue=2&spage=171&epage=184&date=2007&atitle=Conceptualizing+pre-emptive+formative+assessment-
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_HK
dc.identifier.authorityCarless, DR=rp00889en_HK
dc.identifier.doi10.1080/09695940701478412-
dc.identifier.hkuros146910en_HK
dc.identifier.volume14-
dc.identifier.issue2-
dc.identifier.spage171-
dc.identifier.epage184-
dc.identifier.citeulike2061585-

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