The call for change in assessment (Delandshere, 2002)

The call for change in assessment is in part a call to move aways from simple, mechanistic behaviorist notions of leawrning toward cognitives, constructivist, and situative representations(pp.1469-1470).

Can we imagine evaluative judgments of learning that are dialogic and the result from the interactions among participants in the activity of learning (p. 1480)?
Can teacher and students communicate their opinions about the assessment process when the teacher is grading the students’ works?

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