메뉴 건너뛰기




Volumn 29, Issue 2, 2011, Pages 39-47

Formative assessment as mediation

Author keywords

Arbitration; Bloom's Taxonomy; CRA; Criterion Referenced Assessment; Formative assessment; Mediation

Indexed keywords


EID: 84865214024     PISSN: 02582236     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article
Times cited : (6)

References (40)
  • 1
    • 0002348308 scopus 로고    scopus 로고
    • What the student does: Teaching for enhanced learning
    • Biggs J 1999. What the student does: Teaching for enhanced learning. Higher Education Research and Development, 18:57-75.
    • (1999) Higher Education Research and Development , vol.18 , pp. 57-75
    • Biggs, J.1
  • 3
    • 84865258235 scopus 로고
    • Inside the black box: Raising standards through classroom assessment. London: N F E R Nelson Publishing Company. Bloom B 1956. Taxonomy of educational objectives: The classification of educational goals: Handbook I, Cognitive domain. London: Longman. Boughey C 2004. Higher education in South Africa: Context, mission and legislation
    • In: S Gravett & H Geyser (eds),Pretoria: Van Schaik
    • Black P & Wiliam D 1988. Inside the black box: Raising standards through classroom assessment. London: N F E R Nelson Publishing Company.
    • (1988) Teaching and Learning in Higher Education
    • Black, P.1    Wiliam, D.2
  • 5
    • 84865231601 scopus 로고    scopus 로고
    • Mediation: Principles, process, practice. Sydney: Butterworths. Douglas K & Field R 2006. Looking for answers to mediation's neutrality dilemma in therapeutic jurisprudence
    • Boughey C 2004. Higher education in South Africa: Context, mission and legislation. In: S Gravett & H Geyser (eds). Teaching and learning in higher education. Pretoria: Van Schaik. Boulle L 2005. Mediation: Principles, process, practice. Sydney: Butterworths. Douglas K & Field R 2006. Looking for answers to mediation's neutrality dilemma in therapeutic jurisprudence. Elaw Journal, 13:177-201.
    • (2005) Elaw Journal , vol.13 , pp. 177-201
    • Boulle, L.1
  • 6
    • 50849134199 scopus 로고    scopus 로고
    • Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment criteria
    • DOI 10.1080/02602930500262379
    • Elander J, Harrington J, Norton L, Robinson H & Reddy P 2006. Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment Ccriteria. Assessment and Evaluation in Higher Education, 31:71-90. (Pubitemid 43315422)
    • (2006) Assessment and Evaluation in Higher Education , vol.31 , Issue.1 , pp. 71-90
    • Elander, J.1    Harrington, K.2    Norton, L.3    Robinson, H.4    Reddy, P.5
  • 8
    • 23044519117 scopus 로고    scopus 로고
    • Genre effects on higher education students' text reading for understanding
    • Francis H & Hallam S 2000. Genre effects on higher education students' text reading for understanding. Higher Education, 39:279-296.
    • (2000) Higher Education , vol.39 , pp. 279-296
    • Francis, H.1    Hallam, S.2
  • 9
    • 0001484669 scopus 로고
    • Instructional technology and the measurement of learning outcomes: Some questions
    • Glaser R 1963. Instructional technology and the measurement of learning outcomes: Some questions. American Psychologist, 18:519-521.
    • (1963) American Psychologist , vol.18 , pp. 519-521
    • Glaser, R.1
  • 10
    • 79251587603 scopus 로고    scopus 로고
    • The 'wow' factors: The assessment of practical media and creative arts subjects
    • Gordon J 2004. The 'wow' factors: The assessment of practical media and creative arts subjects. Art, Design and Communication in Higher Education, 3:61-72.
    • (2004) Art Design and Communication in Higher Education , vol.3 , pp. 61-72
    • Gordon, J.1
  • 11
    • 0000534475 scopus 로고
    • Logic and conversation
    • In: P Cole and J Morgan (eds). New York: Academic Press
    • Grice P 1975. Logic and conversation. In: P Cole and J Morgan (eds). Syntax and semantics, speech acts. New York: Academic Press.
    • (1975) Syntax and Semantics, Speech Acts
    • Grice, P.1
  • 12
    • 84863334628 scopus 로고    scopus 로고
    • Demonstrating quality outcomes in learning and teaching: Examining 'best practice' in the use of criterion-referenced assessment
    • Hammer S 2007. Demonstrating quality outcomes in learning and teaching: Examining 'best practice' in the use of criterion-referenced assessment. International Journal of Pedagogies and Learning, 3:50-58.
    • (2007) International Journal of Pedagogies and Learning , vol.3 , pp. 50-58
    • Hammer, S.1
  • 14
    • 0036334698 scopus 로고    scopus 로고
    • Maintaining neutrality in dispute mediation: Managing disagreement while managing not to disagree
    • Jacobs S 2002. Maintaining neutrality in dispute mediation: Managing disagreement while managing not to disagree. Journal of Pragmatics, 34:1403-1426.
    • (2002) Journal of Pragmatics , vol.34 , pp. 1403-1426
    • Jacobs, S.1
  • 15
    • 20444438724 scopus 로고    scopus 로고
    • Validity in outcomes-based assessment
    • Killen R 2003. Validity in outcomes-based assessment. Perspectives in Education, 21:1-14.
    • (2003) Perspectives in Education , vol.21 , pp. 1-14
    • Killen, R.1
  • 16
    • 0141810921 scopus 로고    scopus 로고
    • Complexity and curriculum: A process approach to curriculum-making
    • Knight P 2001. Complexity and curriculum: A process approach to curriculum-making. Teaching in Higher Education, 6:369-381.
    • (2001) Teaching in Higher Education , vol.6 , pp. 369-381
    • Knight, P.1
  • 17
    • 51249114788 scopus 로고    scopus 로고
    • Assessment close up: The limits of exquisite descriptions of achievement
    • Knight P & Yorke M 2008. Assessment close up: The limits of exquisite descriptions of achievement. International Journal of Educational Research, 47:175-183.
    • (2008) International Journal of Educational Research , vol.47 , pp. 175-183
    • Knight, P.1    Yorke, M.2
  • 18
    • 0036762146 scopus 로고    scopus 로고
    • A revision of Bloom's taxonomy: An overview
    • Krathwohl D 2002. A revision of Bloom's taxonomy: An overview. Theory into Practice, 41:212-218.
    • (2002) Theory into Practice , vol.41 , pp. 212-218
    • Krathwohl, D.1
  • 19
    • 84865250197 scopus 로고    scopus 로고
    • Neutrality
    • In: G Burgess & H Burgess (eds). Boulder, Colorado: Conflict Research Consortium
    • Maiese M 2005. Neutrality. In: G Burgess & H Burgess (eds). Beyond intractability. Boulder, Colorado: Conflict Research Consortium.
    • (2005) Beyond Intractability
    • Maiese, M.1
  • 20
    • 85005356478 scopus 로고
    • Criterion-referenced testing 30 years later: Promise broken, promise kept
    • Winter
    • Millman J 1994. Criterion-referenced testing 30 years later: Promise broken, promise kept. Educational Measurement: Issues and Practice, Winter:19-39.
    • (1994) Educational Measurement: Issues and Practice , pp. 19-39
    • Millman, J.1
  • 22
    • 72449175900 scopus 로고    scopus 로고
    • Quit school and become a taxi driver: Reframing first-year students' expectations of assessment in a university environment
    • Niven P 2009. Quit school and become a taxi driver: Reframing first-year students' expectations of assessment in a university environment. Perspectives in Education, 27:278-288.
    • (2009) Perspectives in Education , vol.27 , pp. 278-288
    • Niven, P.1
  • 23
    • 0035530497 scopus 로고    scopus 로고
    • The student experience of criterion-referenced assessment (through the introduction of a common criteria assessment grid
    • O'Donovan B, Price M & Rust C 2000. The student experience of criterion-referenced assessment (through the introduction of a common criteria assessment grid). Innovations in Education Teaching International, 38:74-85.
    • (2000) Innovations in Education Teaching International , vol.38 , pp. 74-85
    • O'Donovan, B.1    Price, M.2    Rust, C.3
  • 24
    • 33845335784 scopus 로고    scopus 로고
    • Know what I mean? Enhancing student understanding of assessment standards and criteria
    • O'Donovan B, Price M & Rust C 2004. Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9:325-335.
    • (2004) Teaching in Higher Education , vol.9 , pp. 325-335
    • O'Donovan, B.1    Price, M.2    Rust, C.3
  • 25
    • 30444443173 scopus 로고    scopus 로고
    • Reconceptualizing the curriculum: From commoditization to transformation
    • Parker J 2003. Reconceptualizing the curriculum: From commoditization to transformation. Teaching in Higher Education, 8:529-543.
    • (2003) Teaching in Higher Education , vol.8 , pp. 529-543
    • Parker, J.1
  • 27
    • 85005347978 scopus 로고
    • Educational testing in America: What's right, what's wrong: A criterion-referenced perspective
    • Spring
    • Popham W 1993. Educational testing in America: What's right, what's wrong: A criterion-referenced perspective. Educational Measurement: Issues and Practice, Spring:11-14.
    • (1993) Educational Measurement: Issues and Practice , pp. 11-14
    • Popham, W.1
  • 28
    • 33751084938 scopus 로고    scopus 로고
    • Assessment standards: The role of communities of practice and the scholarship of assessment
    • DOI 10.1080/02602930500063793
    • Price M 2005. Assessment standards: The role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education, 30:215-230. (Pubitemid 40350572)
    • (2005) Assessment and Evaluation in Higher Education , vol.30 , Issue.3 , pp. 215-230
    • Price, M.1
  • 30
    • 34249654283 scopus 로고    scopus 로고
    • Interpretations of criteria-based assessment and grading in higher education
    • Sadler R 2005. Interpretations of criteria-based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 20:175-194.
    • (2005) Assessment and Evaluation in Higher Education , vol.20 , pp. 175-194
    • Sadler, R.1
  • 31
    • 29144492906 scopus 로고    scopus 로고
    • The assessment of complex performance: A socially-situated interpretive act. Harvard Educational Review, 74:307-329.Shay S 2005. The assessment of complex tasks: A double reading
    • Shay S 2004. The assessment of complex performance: A socially-situated interpretive act. Harvard Educational Review, 74:307-329.Shay S 2005. The assessment of complex tasks: A double reading. Studies in Higher Education, 30:663-679.
    • (2004) Studies in Higher Education , vol.30 , pp. 663-679
    • Shay, S.1
  • 32
    • 51249109015 scopus 로고    scopus 로고
    • Beyond social constructivist perspectives on assessment: The centering of knowledge
    • Shay S 2008. Beyond social constructivist perspectives on assessment: The centering of knowledge. Teaching in Higher Education, 13:595-605.
    • (2008) Teaching in Higher Education , vol.13 , pp. 595-605
    • Shay, S.1
  • 33
    • 20444470366 scopus 로고    scopus 로고
    • Assessment and the quality or educational programmes: What constitutes evidence?
    • Shay S & Jawitz J 2005. Assessment and the quality of educational programmes: What constitutes evidence? Perspectives in Education, 23:103-112. (Pubitemid 40815986)
    • (2005) Perspectives in Education , vol.23 , Issue.1 , pp. 103-112
    • Shay, S.1    Jawitz, J.2
  • 34
    • 84994916134 scopus 로고
    • Mediator settlement strategies
    • Silbey S & Merry S 1986. Mediator settlement strategies. Law and Policy, 8:7-32.
    • (1986) Law and Policy , vol.8 , pp. 7-32
    • Silbey, S.1    Merry, S.2
  • 35
    • 21444443425 scopus 로고    scopus 로고
    • Reinserting the 'public good' into higher education transformation
    • Singh M 2001. Reinserting the 'public good' into higher education transformation. Kagisano Higher Education Discussion Series, 1:8-18.
    • (2001) Kagisano Higher Education Discussion Series , vol.1 , pp. 8-18
    • Singh, M.1
  • 36
    • 0031512079 scopus 로고    scopus 로고
    • Criterion referencing and the meaning of national curriculum assessment
    • Sizmur S & Sainsbury M 1997. Criterion referencing and the meaning of national curriculum assessment. British Journal of Educational Studies, 45:123-140.
    • (1997) British Journal of Educational Studies , vol.45 , pp. 123-140
    • Sizmur, S.1    Sainsbury, M.2
  • 37
    • 21644468822 scopus 로고    scopus 로고
    • Reconsidering reliability in classroom assessment and grading
    • Spring
    • Smith J 2003. Reconsidering reliability in classroom assessment and grading. Educational Measurement: Issues and Practice, Spring:26-33.
    • (2003) Educational Measurement: Issues and Practice , pp. 26-33
    • Smith, J.1
  • 40
    • 79952795184 scopus 로고
    • Retrieved From:on 5 November 2010 Practical assessment, research & evaluation
    • Wiggens G 1990. The case for authentic assessment. Practical assessment, research & evaluation, 2. Retrieved from http://pareonline.net/getvn.asp?v= 2&n=2 on 5 November 2010.
    • (1990) The case for Authentic Assessment , vol.2
    • Wiggens, G.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.