Year: 2010
Type: conference-paper
Abstract: Assessment for Learning (AfL) and its various permutations are used in educational institutions across the world and extensively supported by empirical research (Stobart 2008). However, Stobart observes “given that AfL has largely been driven by academics, it is surprising to find that the theoretical underpinnings have been very much in the background” (Stobart 2008 p149). This paper addresses this deficit in theory and its impact on the AfL framework. It examines the theoretical evidence which can support AfL. A much more solid theoretical basis exists than is perceived by the literature, and a clearer delineation of this will provide increased credibility for AfL within the education community.
Author: Maddalena Taras
Institution: University of Sunderland
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2085290482