1. What have the authors contributed in "Developing the theory of formative assessment" ?
This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative.. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.
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2. What future works have the authors mentioned in the paper "Developing the theory of formative assessment" ?
The authors would certainly accept that what counts as a good explanation in the mathematics classroom would be different from what counts as a good explanation in the history classroom, although they would also share certain commonalities.. In particular, for practitioners the fact that moments of contingency create the possibilities for whole class discussion to be improved provide a point of leverage that seems to us uniquely powerful.. There is ample room to develop such considerations, i. e. to pursue their fifth aim of developing further lines of enquiry.. Whilst this will not be further explored here, the authors draw attention to such issues as the difference between the different epistemologies and cultures of the various school subjects ( touched on in section 5 ), and to the differences between the learning needs of ( say ) pre-school children and undergraduate specialists.
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3. What makes it clear that formative assessment practices are an essential feature of these programmes?
The emphasis paid to creating cognitive conflict rather than giving answers, to the importance of dialogue to serve the social construction of knowledge, and to metacognition involving learners’ reflection on their own learning, makes it clear that formative assessment practices are an essential feature of these programmes.
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4. What are the main threats to well-being?
whilst the threats to well-being may lead to such negative effects as aggression, withholding effort, avoidance, or denial, they may also be met with such positive strategies as seeking social support or calling on problem solving strategies previously learnt.
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