A CULTURE OF EDUCATIONAL ASSESSMENT IN THE NAME OF THE ZPD
Lee, K., Indiana University, USA/Hong Kong
Vygotsky's ideas have been receiving much attentions by contemporary educational theorists such as social constructivists. Much discussions and debates have been focused on the application of Vygotsky's theory on development and teaching/learning per se. Relatively less extensive or thorough discussions are sought on Vygotskian perspective in relation to educational assessment. This poster presentation attempts to adopt Vygotskian lens in looking at the issue of assessment. In particular, the notion of the zone of proximal development is explored with respect to classroom assessment. The presentation would show that idea of the zone of proximal development does not only facilitate our thinking about what it means for students to learn and think, but it also lend us important insights into rethinking and redefining what assessment would mean for both educators and students in a typical classroom. To do so, being sought in the presentation is the potential tie between the zone of proximal development and some potential characteristics of assessment such as transfer, the role of prior knowledge, the dynamic nature of assessment, assessment criteria, self-assessment, and so forth. Other relevant social constructivist ideas are also drawn in.