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Situative Approaches to Student Assessment: Contextualizing Evidence to Transform Practice


by Daniel T. Hickey & Kate T. Anderson — 2007

This chapter aims to introduce several ideas about using evidence from assessment to guide educational decision making. We expect these ideas to be new to many readers, as they reflect the influence of “sociocultural” theories of learning (e.g., Vygotsky, 1986), particularly the theories of “situative” sociocultural theorists (e.g., Greeno & MMAP, 1998). These theories assume that all learning is social change. This contrasts with traditional theories underlying most prior considerations of assessment, which assume that learning is fundamentally about individual (“cognitive”) change.


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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. 264-287
http://www.tcrecord.org ID Number: 18521, Date Accessed: 12/15/2017 5:21:00 AM

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About the Author
  • Daniel Hickey
    Indiana University
    E-mail Author
    DANIEL T. HICKEY is an Associate Professor in the Indiana University Learning Sciences Program, and studies transfer of learning, assessment, motivation, and design-research methodologies.
  • Kate Anderson
    National Institute of Education
    E-mail Author
    KATE T. ANDERSON is an Assistant Professor at the National Institute of Education’s Learning Sciences and Technologies Group in Singapore. Her research examines participatory forms of discourse, identity construction, and social practice in the cultural and historical contexts of classrooms and schools.
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