Formative assessment as mediation

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Date
2011
Authors
De Vos, Mark
Belluigi, Dina Zoë
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
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.
Description
Keywords
Criterion Referenced Assessment, CRA, Mediation, Arbitration, Formative assessment, Bloom's Taxonomy
Citation
De Vos, M., & Belluigi, D. Z. (2011). Formative assessment as mediation. Perspectives in Education, 29(2), 39-47.