@techreport{ieKey,
  abstract = {Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment},
  added-at = {2011-02-04T12:21:08.000+0100},
  author = {Pachler, Norbert and Mellar, Harvey and Daly, Caroline and Mor, Yishay and Wiliam, Dylan and Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yish},
  description = {Telearn},
  howpublished = {Project Report},
  institution = {Institute of Education, WLE},
  interhash = {f3f41ae311d9bbee71c84cc6509c0f91},
  intrahash = {b9236fd82fe60d5cbac1aa340221c566},
  keywords = {JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment},
  timestamp = {2011-02-04T12:21:08.000+0100},
  title = {Scoping a vision for formative e-assessment: a project report for JISC },
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1875},
  year = 2009
}

@article{eckstein2003tdp,
  abstract = {This pattern language in progress proposes some successful techniques to assist with teaching and learning. For professional educators, these patterns may seem obvious, even trivial, because they have used them so often. But for those newer to teaching, they offer a way for experienced teachers to pass on their experiences. But experienced teachers could also benefit from these patterns. Educators face new challenges regularly, particularly in fast-moving subject areas, and the experience captured in these patterns may help identify solutions for these new challenges.
},
  added-at = {2008-12-03T10:57:36.000+0100},
  author = {Eckstein, Jutta and Manns, Mary Lynn and Sharp, Helen and Sipos, Marianna},
  biburl = {http://www.bibsonomy.org/bibtex/2c811653552301aa31e9635a1811f4ee9/yish},
  booktitle = {Eighth European Conference on Pattern Languages of Programs, Germany},
  interhash = {81fc60138753f33f55f11984598af1ed},
  intrahash = {c811653552301aa31e9635a1811f4ee9},
  keywords = {design designpatterns feasstpatterns learning patternlanguagenetwork patterns pedagogicalpatterns roundanddeep teaching wleformativeeassessment},
  timestamp = {2008-12-03T10:57:36.000+0100},
  title = {Teaching from Different Perspectives},
  url = {http://csis.pace.edu/~bergin/patterns/FromDifferentPerspectives.pdf},
  year = 2003
}

@article{Black&Wiliam_2009,
  added-at = {2008-12-01T11:44:02.000+0100},
  author = {Black, Paul and Wiliam, Dylan},
  biburl = {http://www.bibsonomy.org/bibtex/2207ea774acca3d0164dc5d9295921513/yish},
  interhash = {be45dae299108143d033e18958b1acf1},
  intrahash = {207ea774acca3d0164dc5d9295921513},
  journal = {Assessment, evaluation and accountability},
  keywords = {WLEFormativeEAssessment assessment feasstpatterns formative theory wleformativeeassessment},
  number = 1,
  timestamp = {2008-12-01T11:44:02.000+0100},
  title = {Developing the theory of formative assessment},
  volume = 1,
  year = 2009
}

@book{Laurillard2002,
  added-at = {2008-12-01T11:33:01.000+0100},
  author = {Laurillard, D.},
  biburl = {http://www.bibsonomy.org/bibtex/24b09fb670368bc27a729b3953d603b3e/yish},
  interhash = {432bec2ae9a44e7b0964d5d0459bdd26},
  intrahash = {4b09fb670368bc27a729b3953d603b3e},
  keywords = {WLEFormativeEAssessment conversational feasstpatterns framework learning practicalpatternsbook teaching technologies university wleformativeeassessment},
  publisher = {RoutledgeFalmer},
  timestamp = {2008-12-01T11:33:01.000+0100},
  title = {Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies},
  year = 2002
}

@article{black2003nvf,
  abstract = {The this paper has two foci. The first is to present an account of how we developed formative assessment practices with a group of 36 teachers. This is then complemented by a reflection on the productive and positive experience of these teachers, in the light of learning principles, of changes in the roles of teachers and pupils in the task of learning, and of effects on the self-esteem and motivation of pupils. Attention then shifts to the second focus, which is on the ways in which these teachers struggled with the interface between formative assessment and summative testing. The conclusion is that the potential of enhanced classroom assessment to raise standards may never be fully realised unless the regimes of assessment for the purposes of accountability and certification of pupils are reformed.
},
  added-at = {2008-09-16T18:27:42.000+0200},
  author = {Black, Paul and Harrison, Christine and Lee1, Clare and Marshall, Bethan and Wiliam, Dylan},
  biburl = {http://www.bibsonomy.org/bibtex/22322f37bfbd56cd52cd358f3c793b517/yish},
  interhash = {df24e6e3078c33b72f9fc42c1603141b},
  intrahash = {2322f37bfbd56cd52cd358f3c793b517},
  journal = {IMPROVING SCHOOLS},
  keywords = {feasstpatterns wleformativeeassessment},
  pages = {7-22},
  publisher = {TRENTHAM BOOKS LTD},
  timestamp = {2008-09-16T18:27:42.000+0200},
  title = {The nature of value of formative assessment for learning},
  url = {http://access.kcl.clientarea.net/content/1/c4/73/57/formative.pdf},
  volume = 6,
  year = 2003
}

@book{Bruner90,
  abstract = {Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as "information processor;" has led psychology away from the deeper objective of understanding mind as a creator of meanings. Only by breaking out of the limitations imposed by a computational model of mind can we grasp the special interaction through which mind both constitutes and is constituted by culture.},
  added-at = {2008-05-30T02:21:30.000+0200},
  address = {Cambridge, MA},
  author = {Bruner, Jerome},
  biburl = {http://www.bibsonomy.org/bibtex/2ccfb211b0de4557391765fb3f8ef732b/yish},
  citeulike-article-id = {387023},
  howpublished = {Paperback},
  interhash = {222607589dee37e3038eeb3687b6be76},
  intrahash = {ccfb211b0de4557391765fb3f8ef732b},
  isbn = {0674003616},
  keywords = {CiHB constructivism constructivist feasstpatterns ijceell jime08 mythesis narrative perspectives reading seminar social wleformativeeassessment},
  month = {July},
  priority = {2},
  publisher = {Harvard University Press},
  timestamp = {2008-05-30T02:21:30.000+0200},
  title = {Acts of Meaning : Four Lectures on Mind and Culture (Jerusalem-Harvard Lectures)},
  url = {http://www.amazon.co.uk/exec/obidos/ASIN/0674003616/citeulike-21},
  year = 1990
}

@incollection{papert:sc,
  added-at = {2007-09-11T13:59:58.000+0200},
  address = {Norwood, NJ},
  author = {Papert, Seymour and Harel, Idit},
  biburl = {http://www.bibsonomy.org/bibtex/2b9085c1e688e753c42fb3091f85c077a/yish},
  booktitle = {Constructionism},
  chapter = 1,
  editor = {Papert, Seymour and Harel, Idit},
  interhash = {5b08602ae76dc0d0205476375169aba1},
  intrahash = {b9085c1e688e753c42fb3091f85c077a},
  keywords = {closeness constructionism feasstpatterns learning-by-making mythesis objects objetstothinkwith polonsky wleformativeeassessment},
  publisher = {Ablex Publishing Corporation},
  timestamp = {2007-09-11T13:59:58.000+0200},
  title = {Situating Constructionism},
  url = {http://www.papert.org/articles/SituatingConstructionism.html},
  year = { 1991}
}

@incollection{Bruner86-2,
  added-at = {2006-12-19T18:35:45.000+0100},
  address = {Cambidge},
  author = {Bruner, Jerome},
  biburl = {http://www.bibsonomy.org/bibtex/2c0bc97d2436b4d0a3eb71ca10110b53c/yish},
  booktitle = {Actual minds, possible worlds},
  citeulike-article-id = {387005},
  comment = {Two modes of narrative and thought: Paradigmatic and Imaginative "... the structure of a well-formed logical argument differs radically from that of a well-wrought story. Each, perhaps, is a specialization or transformation of a simple exposition, by which statements of fact are converted into statements implying causality. But the types of causality implied in the two modes are palpably different. The term then functions differently in the logical proposition "if x, then y" and in the narrative recit 'The king died, and then the queen died'" (pp. 12) Pardigmatic narrative is top down, seeks generality and demands consistency. Imaginative narrative is bottom up, seeks specificity and demands coherence.},
  interhash = {244f611288c1f756bf8e21b5ba4c5610},
  intrahash = {c0bc97d2436b4d0a3eb71ca10110b53c},
  keywords = {constructivism constructivist feasstpatterns gmx narrative perspectives reading seminar social wleformativeeassessment},
  priority = {0},
  publisher = {Harvard University Press},
  timestamp = {2006-12-19T18:35:45.000+0100},
  title = {Ch. 2: Two Modes of Thought},
  url = {http://www.amazon.co.uk/exec/obidos/ASIN/0674003667},
  year = 1986
}