ASSESSMENT AS LEARNING: FUNDAMENTALS AND DESIGN OF FORMATIVE ASSESSMENT IN THE APPROACH TO MAKE VISIBLE LEARNING AND METACOGNITION MEDIATED BY DIGITAL TECHNOLOGY

• DOI: 10.22533/at.ed.5583162330055

• Palavras-chave: formative assessment, teacher training, thinking routines, metacognition

• Keywords: formative assessment, teacher training, thinking routines, metacognition

• Abstract:

  We propose the conceptualization of assessment for and as learning through the theoretical debate of formative assessment and the analysis of examples of metacognitive assessment of teacher professional development courses in the Approach to Make Learning Visible (discussed in the 2019 webcurriculum), a theoretical-practical proposal continuing education of teachers in active methodologies, thinking routines and documentation strategies for the development of teaching skills. The theoretical foundation is state-of-the-art studies on formative assessment, Project Zero's Visible Thinking Routines, John Hattie's Visible Learning research and Dylan William's concepts of assessment for learning and assessment as learning by Lorna Earl.