Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 9, 2005 - Issue 2
837
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

Gender, assessment and students' literacy learning: implications for formative assessment

&
Pages 185-200 | Published online: 20 Dec 2006
 

Abstract

Formative assessment is intended to develop students' capacity to learn and increase the effectiveness of teaching. However, the extent to which formative assessment can meet these aims depends on the relationship between its conception and current conceptions of learning. In recent years concern about sex group differences in achievement has led to policy directives that have required English teachers to reconsider their curriculum and their practice. Ameliorating strategies such as single-sex groupings and gendered seating are based on common-sense beliefs about gender rather than research. Case-study data are used to examine the consequences of these strategies for students' literacy learning by exemplifying how settings influence the dynamic construction of knowledge, and how knowledge and, therefore, what is assessed, is legitimated by teachers. Socio-cultural approaches to learning challenge dominant conceptions of formative assessment and highlight that classroom practices are at once situated and mediated by processes beyond the school.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.