Back to basics: definitions and processes of assessments

dc.creator	Maddalena Taras
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:23:14Z
dc.date.available	2015-07-20T22:23:14Z
dc.identifier	1809-4031
dc.identifier	1809-4309
dc.identifier	https://doaj.org/article/b6934c04b3e947a5b9f838d3402913ec
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20913
dc.description	In a performance – and results – driven educational world the concept of formative assessment has inspired the educational community by its discourse and focus on learning and learners. However, a number of controversies have surfaced: primary among these are terminological opacities and disparities both within and across continents and sectors (TARAS 2007b, 2009). Among others, Perrenoud (1998) signals the importance of positioning theoretical and practical discourse on assessment within a wider pedagogic context and within theories of learning. Taras (2005) argues that concepts of assessment, including formative assessment, are best and more effectively understood firstly within the wider assessment framework and, secondly, within the relationships of summative, formative and self-assessment. This paper examines definitions of assessments. It begins with basic concepts of assessment, summative, formative, self-assessment and feedback and inter-relates these. The principles inherent in definitions set the parameters of both processes and practice as part of a logical sequence and framework.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Estadual de Ponta Grossa
dc.relation	http://www.revistas2.uepg.br/index.php/praxiseducativa/article/view/1828/1385
dc.relation	https://doaj.org/toc/1809-4031
dc.relation	https://doaj.org/toc/1809-4309
dc.rights	CC BY-NC-ND
dc.source	Práxis Educativa, Vol 5, Iss 2, Pp 123-130 (2010)
dc.subject	Avaliação
dc.subject	Avaliação formativa
dc.subject	Avaliação somativa
dc.subject	Assessment
dc.subject	Formative assessment
dc.subject	Summative assessment
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Back to basics: definitions and processes of assessments
dc.type	article