ABSTRACT

This concluding essay offers a reflection on the set of the papers contained in this special issue of the Educational Assessment journal. In it the author situates formative assessment squarely in the realm of teachers’ continuous professional learning and considers the essential nature of formative assessment as centering on three questions that guide the practice for both teachers and students: where are the students going (well-defined learning goals), where are they currently (evidence collected during the course of learning), and how to close the gap between these two (instructional adjustments, feedback, and student involvement)? The author returns at the end to note the importance of professional learning in the context of formative assessment.

摘要

这篇结论文章对《教育评估》这一期特刊所载的论文集进行了反思。在本文中，作者将形成性评估摆在教师持续专业学习领域的正当位置，并以三个指导教师和学生实践的问题为中心，考虑了形成性评估的本质，即学生要去哪里（定义明确的学习）目标），目前在哪里（在学习过程中收集的证据）以及如何缩小两者之间的差距（教学调整，反馈和学生参与度）？最后，作者返回以指出在形成性评估中进行专业学习的重要性。