This article challenges us to think of students’ understanding holistically instead of the sum of discrete skills and performance of knowledge. It centers and affirms the idea of working from assets, identifying what students do well and what they can do next and providing feedback on which they can act and time to reflect on and apply the feedback. The article also discusses how a teacher’s classroom practices are shaped by the school, community, and the broader policy context.
An Ecological Approach to Understanding Assessment for Learning in Support of Student Writing Achievement
Frontiers in Education
February 23, 2018