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Some Thoughts on “Proximal” Formative Assessment of Student Learning


by Frederick Erickson — 2007

One of the basic problems in relating educational evaluation and educational practice is that the two activities often take place on radically differing time scales. It is not only a matter of aims—that evaluation of local educational practice as conducted by external researchers (or by the use of instruments designed by external researchers, as in the case of formal testing) may be done “summatively” for purposes of external accountability, and so the information collected may not directly inform the local conduct of instruction and school administration. It is also a matter of timeliness, in that whatever information is collected from a local site of practice may not be analyzed and communicated back to the site in time for frontline service providers to do anything about it, that is, in time for teachers to adapt their ongoing instruction in light of the information provided by the assessment.


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This article originally appeared as NSSE Yearbook Vol 106. No. 1.


Cite This Article as: Teachers College Record Volume 109 Number 13, 2007, p. 186-216
http://www.tcrecord.org ID Number: 18517, Date Accessed: 12/13/2017 5:47:49 PM

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About the Author
  • Frederick Erickson
    University of California, Los Angeles
    E-mail Author
    FREDERICK ERICKSON is George F. Kneller Professor of Anthropology of Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles (UCLA). From 2001 to 2006 he was Director of CONNECT, the Center for Research and Innovation in Elementary Education at UCLA and Seeds University Elementary School.
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