Linda Allal

Assessment of—or in—the zone of proximal development

Abstract Two perspectives on assessment are suggested by different interpretations of Vygotskys concept of the zone of proximal development (ZPD). The first perspective—developed in the field of dynamic assessment research—considers that it is possible to measure the learners ZPD as an individual trait showing a certain stability across instructional settings. The second perspective draws on work on interactive formative assessment integrated in classroom instruction. In this approach, assessment intervenes in the ZPD created by a learners on-going interactions with a given instructional setting. Critical appraisal is given to the way in which each perspective interprets Vygotskys writings.

Teachers’ professional judgement in assessment: a cognitive act and a socially situated practice

This paper presents a study of teachers’ professional judgement in the area of summative assessment. It adopts a situated perspective on assessment practices in classroom and school settings. The study is based on interviews with 10 sixth-grade teachers and on the assessment documents they used when determining end-of-term grades in students’ report cards. The main findings from qualitative data analysis highlight both the individual cognitive and the socially situated aspects of teachers’ judgements. The findings are discussed with respect to three levels of teacher judgement and the implications for activities of social moderation.

Pedagogy, didactics and the co-regulation of learning: a perspective from the French-language world of educational research

Since pedagogy is a key term in the Teaching and Learning Research Programme (TLRP) principles, it is of interest to examine the evolution of the concept of pedagogy in the French-language world of education, as well as the emergence of a new field of research called ‘didactics’. Work on situated cognition provides a framework for defining co-regulation of learning in the classroom as resulting from the joint influence of student self-regulation and of regulation from other sources (teachers, peers, curriculum materials, assessment instruments, etc.). Several examples of research on this topic are mentioned. In conclusion, it is argued that the concept of co-regulation of learning can be seen as a way of linking the TLRP principles of scaffolding and of student engagement.

Whole-class and peer interaction in an activity of writing and revision

The perspective of situated cognition provides a conceptual framework for studying social mediation in activities of text production. The investigation presented here concerns two forms of social mediation: (1) whole-class interactions that prepare the students for drafting and revising their texts; (2) peer interactions occurring when dyads engage in joint revision of their drafts. The data collected in three fifth-grade classrooms include observations of whole-class interactions, recordings of dyadic interactions and classifications of text transformations that students carried out during individual and joint phases of revision. The analyses examine the relationships between qualitative indicators of interaction dynamics and quantitative data on text transformations. The findings show that differences in the whole-class interactions are reflected in the students’ revisions particularly with respect to the degree of rewriting that they undertake, as compared to simple error correction. Although analysis of the dyadic interactions reveals important variations in the dynamics of the exchanges, two general findings emerge. In the large majority of cases, the activity of joint revision leads to a substantial increase in the number of text transformations, beyond those made by each author individually. Even in cases where no new transformations occur, the authors engage actively in interaction about revision (e.g., they propose revisions of the other student’s text, explain revisions made individually to their own text, argue against proposals of the other student, etc.). Implications of the results for future research on writing instruction are discussed.

The Assessment of Learning Dispositions in the Classroom

This commentary highlights several important contributions of the Carr & Claxton article as well as issues that need further clarification. It examines the concept of dispositions as a focus of learning and assessment, the procedures proposed for assessing dispositions and the implications of different functions of assessment for the construction and use of portfolios.

Integrated Writing Instruction and the Development of Revision Skills

Research on writing instruction in the elementary grades is reviewed, based on findings from classroom investigations of multifaceted programs and from experimental studies of factors affecting the acquisition of revision skills. The principles underlying an integrated sociocognitive (IS) approach to writing instruction are presented, as are the results of a year-long field study in 20 classes comparing this approach to a componential skills (CS) approach. The results of this study show significant but modest effects of the IS approach on students’ ability to revise narrative text in second and sixth grades. Analysis of developmental trends between the two grades shows several important changes in students’ revision skills, namely an increase in revisions affecting text organization and semantics, as well as increased concern for grammatical rather than lexical aspects of spelling. Very substantial interindividual variation is found, however, in each grade. The findings are discussed in relationship to other studies of writing instruction and revision.

Teachers’ Professional Judgment in the Context of Collaborative Assessment Practice

This chapter examines teachers’ professional judgment in the context of collaborative practices of summative assessment. It adopts theoretical perspectives drawn from research on teacher collaboration and from work on situated cognition in classrooms and in professional communities of practice. A framework is proposed for analyzing four facets of teacher collaboration in summative assessment: the dynamics, scale, object(s) and aim(s) of collaboration. This framework is used to present findings from research on teachers’ assessment practices: a study conducted with Grade 6 teachers in Geneva, Switzerland, and a study involving secondary teachers (Year 8) in Oxfordshire, United Kingdom. Findings are compared and implications are presented for actions that could promote teacher collaboration in summative assessment, through professional development, collaborative research and social moderation activities. Directions for future research are briefly considered.

Implementing Assessment for Learning: Theoretical and Practical Issues

This chapter provides a general introduction to the topic of this book: namely, the conceptualization of assessment for learning (AfL) and the challenges of its implementation. It addresses theoretical issues, including the definition of assessment for learning and its relations with other concepts—in particular, the formative and summative functions of assessment. It discusses the characteristics of student learning to be considered in designing AfL, as well as the external constraints and other practical considerations that influence the implementation of AfL. In conclusion, it presents the structure of the book in three parts dealing with three interrelated aspects of AfL implementation: policy, professional development, and classroom practice.

The Co-Regulation of Student Learning in an Assessment for Learning Culture

This chapter presents the topic of Part III and the contributions of the chapters included in this Part of the book. The focus of the chapter is on assessment culture, as constructed in classrooms and schools, and on the processes of co-regulation of student learning in relation to assessment for learning (AfL). Co-regulation is defined as the joint influence of student self-regulation and of regulation from other sources (in particular, teachers, peers, assessment procedures, and tools) on the progression of student learning. Summaries of the Part III chapters highlight the new perspectives and the research evidence presented by the authors. A concluding synthesis examines the proposals made by the authors regarding ways of meeting the challenges of AfL implementation. Particular attention is given to professional development and policy measures that are likely to enhance teachers’ capacity to implement AfL practices and students’ active involvement in these practices.