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SUMMARY:Problems with formative and summative assessment: can a theory of 
 pedagogy help? - Professor Paul Black\, King's College London
DTSTART:20101021T091500Z
DTEND:20101021T100000Z
UID:TALK25187@talks.cam.ac.uk
CONTACT:14709
DESCRIPTION:Assessment for Learning has been prominent in education debate
 s for the last twelve years. Whilst its advocates could see this as a succ
 ess story\, implementation has been uneven. One problem is that the change
 s in classroom practice have often been superficial. A second problem is t
 hat the label has been applied to practices which amount to no more than f
 requent summative testing. A third problem is the tension that teachers fe
 el between the pressures of accountability and their desire to improve the
  quality of learning in their classrooms. I shall argue that these problem
 s call for a fundamental reflection on the role of Formative Assessment wi
 thin the context of a theory of Pedagogy. Moreover there is a need to unde
 rtake a similar re-think of the role of Summative Assessment within that s
 ame context\, and thereby work for ways to re-align the two. Such a re-ali
 gnment will call for harder\, and realistic\, thinking about teachers’ s
 ummative assessment skills\, both in their use year-on-year within schools
  and in their role in the terminal stages of primary and secondary schooli
 ng.
LOCATION:Robinson College\, Grange Road\, Cambridge
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