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- Vol 5 TE: App C
formative assessmentassessment for learningconstructivist assessmentsociocultural assessmentself-assessmentfeedbackopportunity to learnassessment equityJournal article Evidence summaryAt a glance
Shepard argues that assessment should be reconceived as part of a learning culture rather than as a separate apparatus for ranking and control. Earlier measurement traditions were shaped by behaviourist and differential-psychology assumptions that treated ability as relatively fixed, separated tests from instruction, and favoured decontextualised items.
Key ideas
Contemporary cognitive, constructivist, and sociocultural research instead portrays learning as building understanding through prior knowledge, participation, language, tools, and disciplinary practice. Assessment should therefore make thinking visible, support feedback and self-assessment, use meaningful tasks, and help teachers adapt instruction. Classroom assessment and external accountability serve different purposes and should not be allowed to distort one another. Equity requires attention to opportunity to learn, cultural and linguistic context, and the consequences of assessment use.
Why it matters
For educators, the article supports eliciting explanations and strategies, discussing criteria and exemplars, involving learners in judgement, and using evidence while learning is still changeable. A learning culture maintains high expectations but treats error as information and assessment as a reciprocal process embedded in teaching, not merely a score delivered afterward.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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