Assessment for Learning in Science Classrooms

Abstract

Classroom assessment has grown in prominence over the last few decades and particularly the formative approach to instruction through assessment for learning (AfL). This paper draws across a number of studies about classroom talk to make a case for and propose some of the preconditions for effective feedback through Assessment for Learning interactions in science classrooms. As such, it provides an underpinning for formative pedagogy that structures classroom activities to provide more feedback and so create opportunities for teachers to respond to learners’ needs. Creating effective pedagogy, where feedback drives future learning, is a complex set of practices that requires both novice and experienced teachers to think carefully how they might build and evolve activities and dialogue, that help students voice and develop their conceptual understanding and an understanding of how they learn.