Which assessment for learning? Towards the promotion of an assessment identity
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.
The authors who publish in this magazine accept the following conditions:
- The authors retain the rights to their work and give the magazine the right to first publish the work, simultaneously licensed under a Creative Commons License - Attribution which allows others to share the work indicating the intellectual authorship and the first publication in this magazine.
- Authors may adhere to other non-exclusive license agreements for the distribution of the version of the published work (eg deposit it in an institutional archive or publish it in a monograph), provided that the first publication took place in this magazine.
- Authors can disseminate their work online (eg in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges and increase citations of the published work (See The Effect of Open Access).