ABSTRACT

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 co-construction 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.

摘要

本文参考建构主义、社会文化和情境学习理论以及共同调节的概念，描述了对形成性评估的初始概念的扩展。它回顾了关于学生参与写作领域形成性评估实践（自我评估、同行评估、标准和范例的全班讨论）的研究，重点是小学课堂。对 5 年级和 6 年级进行的写作活动研究的定性观察说明了学生参与形成性评估的共同构建。这些观察结果与其他研究的结果相关，并提出了对教师专业发展和用于写作形成性评估的未来研究。