Actionable Formative Assessment: A Cross-country Detection of the Interplay Between Educational Policy, Research, Practice (FABER)
Summary
Formative assessment is widely considered as a lever to enhance educational quality and student learning nationwide. Nevertheless, in some countries, such as those in Europe and Latin America which are not of the Anglo-Saxon tradition, this kind of assessment is regarded as a neglected research topic and an under-theorised and undervalued educational practice.
This IRN proposal encompasses the theoretical and practical aspects of educational research, policy, and practice, and focuses on formative assessment. It aims to:
• Offer a comprehensive overview of changes and challenges in formative assessment practices in non-Anglo-Saxon countries, through document analysis and three rounds of systematic literature reviews.
• Examine trends and analyse similarities and differences in how involved IRN countries situate and shape assessment education.
From an evidence-based research perspective, the present IRN proposal aims to investigate the power of educational policy in the realms of assessment, assessment education and the consequences of that interaction for schools, teachers, and students.
Conveners
Serafina Pastore
Department of Research and Humanities Innovation, University of Bari, Italy
serafina.pastore@uniba.it
Paulo Sergio Garcia
Departament of Education
University of São Caetano do Sul (USCS)
paulo.garcia@online.uscs.edu.br
IRN Activities
Countries of IRN Members: