A sociocultural reflection on formative assessment and collaborative challenges in the states of Jersey

Abstract

Drawing upon data arising from an evaluation carried out for the Jersey educational authority, this article discusses the interaction of two professional development initiatives, formative assessment and critical skills thinking, bringing the two initiatives together from the perspective of Cultural Historical Activity Theory (CHAT). This allows the illumination of the power relations that are embedded within assessment practice and in consequence the importance of an instructional design that addresses these elements. After giving an overview of sociocultural learning theories and contextualising the research and the two initiatives in question, the article draws on the data to suggest the overlap between the mediating tool of a ‘challenge’ and the CHAT concept of an ‘activity system’. It discusses the value of constructing a shared, collective focus (or object) for task activity; the authenticity and extended experiential nature of the task; the collaborative division of labour in the execution of the task and its assessment. Drawing upon the evaluation data, it is suggested that formative assessment might focus more strongly on extended task design, with the aim of creating spaces for student agency that is nevertheless in dialogue with curricular requirements. This also entails paying more explicit attention to the social positioning of teachers and learners, as well as amongst learners themselves, and ensuring that power relations are not glossed over in discussions of assessment regimes. In this respect the concept of an activity system seems potentially useful to teachers, not only researchers, in engaging with the complexities of designing classroom activities that support students’ critical engagement and participation in different communities of practice.

Keywords:

• formative assessment
• sociocultural learning theory
• Cultural Historical Activity Theory
• instructional design
• critical thinking skills
• assessment for learning

Acknowledgements

This article builds upon previous work with John Pryor, University of Sussex and I thank him for his insights and support when developing this text. I am also grateful to Sarah Johnson of DfESC, Judy Sebba and members of her teaching, learning and assessment research group at the University of Sussex for their comments. I also thank Mary Webb and Jane Jones of King’s College, University of London and Colin Weatherley of Critical Skills Progamme Ltd for sharing relevant literature. My final acknowledgement is to the pupils and teachers in Jersey who cooperated so unstintingly in the evaluation.

Notes

1. These might, for example, include using ‘traffic lights’ or ‘thumbs up’ for peer and self assessment, ‘three stars and a wish’ to create a productive balance of positive and negative comments. Webb and Jones (2007) provide illustrations.