From fragmentation to coherence: student experience of assessment for learning

Julie Arnold, Jill Willis
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Abstract

Student experience of Assessment for Learning (AfL) pedagogies ideally provides multiple entry points for students to take past learning forward into future learning. In practice, points of disconnection may confound the accessibility of AfL’s repertoire of practices. This paper investigates the AfL experiences of students with likely language and attentional difficulties and their peers in three Australian secondary schools. Ninety-two students shared their insights in interviews and focus groups, with data analysed abductively through a conceptual frame of six dimensions. Common practical effects for students included recognition and value of a range of teacher practices. Students with language and attentional difficulties indicated more uneven recall of processes, especially when teacher practice of AfL was fragmented and classroom routines prioritised summative assessment. Fragmentation in turn compromised the emotional and evaluative dimensions of experience that catalyse continuity in learning. Critical insights from students about how they searched for and secured cohesive experiences points to how AfL offers agentic possibilities for learning beyond the immediate activities of the classroom.

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从零散到连贯:学生对学习评价的体验
学生对学习评价(AfL)教学法的体验最好能提供多个切入点,让学生把过去的学习带入未来的学习。但在实践中,连接点的断开可能会使学生无法接触到学习评价的一系列实践活动。本文调查了澳大利亚三所中学中可能存在语言和注意力障碍的学生及其同龄人的非语言学习经验。92 名学生在访谈和焦点小组中分享了他们的见解,并通过六个维度的概念框架对数据进行了归纳分析。学生的共同实际效果包括对教师一系列做法的认可和重视。有语言障碍和注意力不集中的学生表示,他们对教学过程的回忆更不均衡,尤其是当教师的非语言教学实践支离破碎,课堂常规优先考虑终结性评价时。支离破碎的做法反过来又损害了促进学习连续性的情感和评价方面的体验。学生们关于如何寻找和获得具有凝聚力的体验的批判性见解,表明了非语言学习如何为课堂直接活动之外的学习提供代理可能性。
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