ABSTRACT

The issue of connecting research evidence with practice referred to as evidence-informed practice (EIP) has received considerable critical attention in the field of education. However, assessment literature has failed to fully acknowledge the significance of this issue. This conceptual paper concentrates on the process of informing classroom assessment practices by policy-makers, researchers, and teachers. It draws on the important literature on EIP in education and its scarce literature in assessment to highlight a possible productive relationship between assessment research and practice. The paper aims to propose a set of principles as to address the tension between AfL research and practice by defining the roles of each party in the process based on cultural and contextual issues. Accordingly, a cyclical process of collaborative research conduction is proposed. This process provides policy-makers, researchers and practitioners with important implications for practicing AfL research evidence.

摘要

将研究证据与实践联系起来的问题被称为证据知情实践（EIP），在教育领域受到了相当重要的关注。但是，评估文献未能完全认识到该问题的重要性。本概念文件着重于决策者，研究人员和教师向课堂评估实践提供信息的过程。它借鉴了有关EIP在教育中的重要文献以及在评估中稀缺的文献，以强调评估研究与实践之间可能存在的生产关系。本文旨在提出一套原则，以通过基于文化和背景问题定义各方在过程中的作用来解决AfL研究与实践之间的矛盾。因此，提出了合作研究进行的周期性过程。这一过程为决策者，研究人员和从业人员提供了实践AfL研究证据的重要依据。