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Assessment in 21st Century Learning: Improvisation and Inquiry

Assessment in 21st Century Learning: Improvisation and Inquiry

Mary Ott, Kathy Hibbert
Copyright: © 2020 |Pages: 22
ISBN13: 9781799803232|ISBN10: 1799803236|EISBN13: 9781799803249
DOI: 10.4018/978-1-7998-0323-2.ch017
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MLA

Ott, Mary, and Kathy Hibbert. "Assessment in 21st Century Learning: Improvisation and Inquiry." Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, edited by Christie Martin, et al., IGI Global, 2020, pp. 346-367. https://doi.org/10.4018/978-1-7998-0323-2.ch017

APA

Ott, M. & Hibbert, K. (2020). Assessment in 21st Century Learning: Improvisation and Inquiry. In C. Martin, D. Polly, & R. Lambert (Eds.), Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms (pp. 346-367). IGI Global. https://doi.org/10.4018/978-1-7998-0323-2.ch017

Chicago

Ott, Mary, and Kathy Hibbert. "Assessment in 21st Century Learning: Improvisation and Inquiry." In Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, edited by Christie Martin, Drew Polly, and Richard Lambert, 346-367. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0323-2.ch017

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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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