{"title":"Observing Formative Assessment Practice: Learning Lessons Through Validation","authors":"E. Wylie","doi":"10.1080/10627197.2020.1766955","DOIUrl":null,"url":null,"abstract":"ABSTRACT This introductory essay provides a framing for and an overview of the papers contained in this special issue of the Educational Assessment journal. In it the author begins with a brief description of the history of classroom observation tools, and then articulates a rationale for observation protocols that target formative assessment. Examining similarities and differences across the protocols, the author orients the reader to the approaches to classroom observation that are the focus of the special issue.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"251 - 258"},"PeriodicalIF":2.1000,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1766955","citationCount":"11","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Assessment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10627197.2020.1766955","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 11
Abstract
ABSTRACT This introductory essay provides a framing for and an overview of the papers contained in this special issue of the Educational Assessment journal. In it the author begins with a brief description of the history of classroom observation tools, and then articulates a rationale for observation protocols that target formative assessment. Examining similarities and differences across the protocols, the author orients the reader to the approaches to classroom observation that are the focus of the special issue.
期刊介绍：
Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.
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