Diverse perspectives on student agency in classroom assessment

Adie, Lenore; Willis, Jill; Kleij, Fabienne van der

doi:10.1007/s13384-018-0262-2

Cited by 45 publications

(14 citation statements)

References 37 publications

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“…In a situated perspective, the aim of formative assessment in school settings is to develop students' capacity to participate actively in increasingly complex and diversified forms of co-regulation: in other words, to allow students to become increasingly competent co-regulated learners rather than autonomous self-regulated learners. In the formulation proposed by Adie et al (2018), student agency operates within temporal-relational contexts of assessment activity but also has the potential to transform assessment activity. The concept of co-regulation has been extended by Panadero et al (2019) as a mechanism that allows both student learning and the progression of teacher (or peer) interventions during formative assessment based on their interactions with students.…”

Section: Enlarging the Conception Of Formative Assessmentmentioning

confidence: 99%

Involving primary school students in the co-construction of formative assessment in support of writing

Allal

2021

Assessment in Education: Principles, Policy & Practice

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This paper describes the enlargement of the initial conception of formative assessment with reference to constructivist, sociocultural and situated theories of learning and the concept of co-regulation. It reviews research on student involvement in formative assessment practices (self-assessment, peer assessment, whole-class discussions of criteria and exemplars) in the area of writing, with a focus on primary school classrooms. Student participation in the coconstruction of formative assessment is illustrated by qualitative observations from a study of a writing activity carried out in grades 5 and 6. The observations are discussed in relation to findings from other research and implications are presented for teacher professional development and for future studies of formative assessment of writing.

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Section: Enlarging the Conception Of Formative Assessmentmentioning

confidence: 99%

Involving primary school students in the co-construction of formative assessment in support of writing

Allal

2021

Assessment in Education: Principles, Policy & Practice

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“…However, measuring PAL also should involve measuring whether practitioners are designing assessments that are fair for all students, including those students who are English Language Learners, students who have disabilities, etc. Another important aspect of PAL that has recently grown in its importance for assessment use and development is incorporating students' agency in the assessment experience by allowing them to personalize their assessment experience (Adie, Willis & Van der Kleij, 2018). Very little quantitative work has been conducted in PAL, and the existing literature focuses almost exclusively only on teachers' PAL rather than teachers along with administrators and coaches (Popham, 2009).…”

Section: Assessment Literacy Measuresmentioning

confidence: 99%

Exploring the dimensionality of self-perceived performance assessment literacy (PAL)

et al. 2020

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Performance assessments attempt to provide a practical and authentic demonstration of students' learning. Despite growing investments in performance assessments by states, as well as researchers' theorized value of this type of assessment, the field has not developed a measure of assessment literacy specific to performance assessments that has sufficient psychometric evidence to support it. This study begins important research on developing a quantitative measure that can be used by educational practitioners to self-evaluate their own performance assessment literacy (PAL). Using the Quality Performance Assessment (QPA) framework from the [organization masked for blind review] as a foundation, this study explores and confirms the dimensionality of a 27-item survey instrument that assesses educational practitioners' perceptions of their PAL using exploratory and confirmatory factor analysis. Our findings provide evidence that the instrument captures five reliable dimensions of PAL: valid design, reliable scoring, data analysis, fair assessment, and student voice and choice.

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“…The concept of agency is so embedded in how we understand the world that we often forget its substantial role in learning. As such, the importance of student agency has only just begun to be recognised in assessment literature in higher education (Adie et al 2018;Charteris and Smardon 2018;Chong 2020;Gravett 2020;Nieminen and Tuohilampi 2020;Nieminen and Hilppö 2020). Human agency, one's capacity to act purposefully and autonomously (Emirbayer and Mische 1998), has been a central theme in science and philosophy from Aristotle's poiēsis and praxis to Kant's Enlightenment.…”

Section: Introductionmentioning

confidence: 99%

Student agency in feedback: beyond the individual

Nieminen

Tai

Boud

et al. 2021

Assessment & Evaluation in Higher Education

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Student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students' active role in the process of seeking, receiving, generating and acting upon feedback information. However, the notion of what student agency means is often taken for granted and rarely elaborated. The feedback literature has also mainly focussed on agency within individualised and psychological paradigms of feedback. In this paper we argue that a more sophisticated view of students' role in feedback processes is needed. We identify four theoretical frameworks of student agency that reach beyond the individual -ecological, authorial, sociomaterial and discursive -as well as the implications of each of these frameworks for feedback. We further argue that a deeper understanding of student agency is vital in the 'new paradigm' of learner-centred feedback. The paper serves as a basis for future empirical studies on feedback practices to adopt a more nuanced understanding of student agency.

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Diverse perspectives on student agency in classroom assessment

Cited by 45 publications

References 37 publications

Involving primary school students in the co-construction of formative assessment in support of writing

Involving primary school students in the co-construction of formative assessment in support of writing

Exploring the dimensionality of self-perceived performance assessment literacy (PAL)

Student agency in feedback: beyond the individual

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