A Working Model as an Interpretation of Interactive Assessment
Our model below for speaking and writing formative assessments focusing on our interpretation of interactive assessment is based on Formative Assessment Cycle, Mcmillian (2007:3) and Learning-orientated Assessment, Carless, Joughin, Liu et al, (2006:9).
Figure 2: AfL Incorporating our Interpretation of Interactive Assessment at CLE
The following principles are an amalgam of different sources (ARG, 2002, Wiliam, 2005) which have been incorporated to describe our model. In our terms, assessment for learning ensures,
• effective planning of assessment for learning in the curriculum;
• key AfL elements are central to best 2nd LL teaching and learning practices;
• learners are informed of all AfL intentions and become owners of the process;
• learners are involved in the choice of their own learning;
• individual learning styles are taken into account;
• all learners are resources and evaluators, for themselves, their peers and their teacher;
• collaboration and learning together;
• feedback to move forwards in short and long term-learning;
• a sense of motivation for learning rather than for getting grades;
• a directed path for continual improvement, growth and independent learning.
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