Year | definition | source | |
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1986 | ".. is integral with the learning, and takes place throughout the learning... gives the teacher, and the learner feedback, information about whether the learning objectives are being reached. It provides information on areas of weakness, and also on strengths and potential. For pupils, it is a form of attention and encouragement, and an important ingredient of motivation." | Lloyd-Jones, Robin & Bray, Elizabeth (1986, p.2) | |
1997 | "Knowing about pupils' existing ideas and skills, and recognising the point reached in development and the necessary next steps to take..." | Harlen, W & James, M. (1997, p.369) | |
2005 |
| Taras, M. (2005, p.468) | |
2009 | "... can be conceptualized as consisting of five key strategies: 1 Clarifying and sharing learning intentions and criteria for success; 2 Engineering effective classroom discussions and other learning tasks that elicit evidence of student understanding; 3 Providing feedback that moves learners forward; 4 Activating students as instructional resources for one another; and 5 Activating students as the owners of their own learning. " | Black, P. and Wiliam, D. (2009, p.8) |
source | |
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assessment for learning | Taras, M. (2005, p.466) |