Assessment in 21st Century Learning: Improvisation and Inquiry

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Author(s): Mary Ott (Western University, Canada)and Kathy Hibbert (Western University, Canada)
Copyright: 2020
Pages: 22
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch017

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

This chapter contributes a more complex understanding of how formative assessment can support the practice of 21st century literacies. The study is situated in discourses of assessment for learning and 21st century learning in Ontario, Canada. Vignettes from narrative inquiries with four, junior elementary teachers explore different enactments of a literacy program, drawing on perspectives of teachers as curriculum makers and sociomaterial theories on practice and relational space. Findings present a conceptual framework of how practices for convergence or divergence in teacher improvisation and inquiry enact inferential, iterative, resonant, or fluid formative spaces for learning.

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Assessment in 21st Century Learning: Improvisation and Inquiry

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