Which assessment for learning? Towards the promotion of an assessment identity
Abstract
The paper offers an interpretation of Assessment for learning on the basis of the meanings underlying the words. Given that assessment and learning are inseparable processes, in the paper some words are discussed: dialogue, feedback, assessment cultures and emotions, considering assessment identity on one side and assessment literacy on the other one. The latter is fundamental for a teacher but needs to be integrated by an awareness of the implicit frames underlying the practices. In this perspective, the proposal of E. Eisner seems to be interesting, because it suggests the role
of the assessor as a connoisseur and as a critic, appreciating the value of something and transforming it into awareness and understanding.
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