Formative assessment, educational mediation and regulation of learning

Abstract

Based on the framework of new assessment (Boyle & Charles, 2010; Shepard, 2009; Black & Wiliam, 2009) and assessment for learning movements (Earl, 2003; ARG, 2002), this paper is aimed reflect on how make formative assessment happen in the classroom context. Starting from the recognition of classroom assessment importance, actions and strategies for formative assessment are presented as modalities of didactic mediation and learning regulation. The theoretical reflection is underpinned by empirical evidence collected during a case study on good practices of formative assessment realized at Lab School of UCLA in 2011- 2012. Using non-participant observations and videos the authors try to identify didactics actions for formative assessment.