Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-27T06:44:06.141Z Has data issue: false hasContentIssue false

21 - Interactive Assessment

Cultural Perspectives and Practices in the Nexus of “Heart or Mind”

from Part III - Contexts and Sources of Feedback

Published online by Cambridge University Press:  02 November 2018

Anastasiya A. Lipnevich
Affiliation:
Queens College and the Graduate Center, City University of New York
Jeffrey K. Smith
Affiliation:
University of Otago, New Zealand
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ajisaka, T. (1960). Education by Dr. Obara. Tokyo: Tamagawa University Press.Google Scholar
Allen, M., & Williams, G. (2011). Consciousness, plasticity, and connectomics: The role of intersubjectivity in human cognition. Frontiers in Psychology, 2(20).CrossRefGoogle ScholarPubMed
Arimoto, M. (2017). The prospect of educational assessment as a secret ingredient of effective pedagogy in the context of Japanese kizuki (with-it-ness) based on evidence-informed principles for effective teaching and learning. Annual Bulletin, Graduate School of Education, Tohoku University, 3, 1035.Google Scholar
Assessment Reform Group. (1999). Assessment for learning: Beyond the black box. Cambridge School of Education, Cambridge University.Google Scholar
Baines, E., Rubie-Davies, C., & Blatchford, P. (2009). Improving pupil group work interaction and dialogue in primary classrooms: Results from a year-long intervention study. Cambridge Journal of Education, 39, 95117.CrossRefGoogle Scholar
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 11751184.Google Scholar
Bandura, A. (2008). The reconstruction of “free will” from the agentic perspective of social cognition theory. In Baer, J., Kaufman, J. C., & Baumeister, R. F. (Eds.), Are we free? Psychology and free will (pp. 86127). Oxford: Oxford University Press.CrossRefGoogle Scholar
Benkler, Y. (2011). The unselfish gene. Harvard Business Review, 89(7–8), 7785.Google Scholar
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London: School of Education, King’s College.Google Scholar
Black, P., & Wiliam, D. (2006). Assessment for learning in the classroom. In Gardner, J. (Ed.), Assessment and Learning (pp. 925). London: Sage.Google Scholar
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 531.Google Scholar
Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Kappan Delta, 92, 8190.Google Scholar
Bostock, J., & Wood, J. (2014). Supporting student transitions 14–19: Approaches to teaching and learning. Abingdon, UK: Routledge.CrossRefGoogle Scholar
Bransford, J., Derry, S., Berliner, D., Hammerness, K., & Beckett, K. L. (2005). Theories of learning and their roles in teaching. In Darling-Hammond, L. & Bransford, J. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 4087). San Francisco, CA: Jossey-Bass.Google Scholar
Bromme, R., & Steinbring, H. (1994). Interactive development of subject matter in the mathematics classroom. Educational Studies in Mathematics, 27, 217248.Google Scholar
Cave, P. (2016). Schooling selves: Autonomy, interdependence and reform in Japanese junior high education. Chicago, IL: University of Chicago.Google Scholar
Central Council for Education/Ministry of Education. (1996). Priorities and prospects for a lifelong learning society: Increasing diversification and sophistication; the future of lifelong learning; encouraging zest for living. Tokyo: MEXT. Retrieved from www.mext.go.jp/b_menu/hakusho/html/hpae199601/hpae199601_2_042.html.Google Scholar
Cheng, R. W., Lam, S.-F., & Chan, J. C. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project based learning. British Journal of Educational Psychology, 78, 205221.CrossRefGoogle Scholar
Clark, I. (2011). Formative assessment: Policy, perspectives and practice. Florida Journal of Educational Administration & Policy, 4, 158180.Google Scholar
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24, 205249.CrossRefGoogle Scholar
Clark, I., & Dumas, G. (2015). Toward a neural basis for peer-interaction: What makes peer-learning tick? Frontiers in Psychology, 6.CrossRefGoogle Scholar
Clark, I., & Dumas, G. (2016). The regulation of task performance: A trans-disciplinary review. Frontiers in Psychology, 6, 1862.Google Scholar
Fereshteh, M. H. (1992). The U.S. and Japanese education: Should they be compared? Paper presented at Lehigh University’s Conference on Education and Economics in Technologically Advancing Countries, Bethlehem, PA.Google Scholar
Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated meta-cognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49, 192223.Google Scholar
Guionnet, S., Nadel, J., Bertasi, E., Sperduti, M., Delaveau, P., & Fossati, P. (2012). Reciprocal imitation: Toward a neural basis of social interaction. Cerebral Cortex, 22, 971978.Google Scholar
Hatano, G., & Oura, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8), 2629.CrossRefGoogle Scholar
Hutchinson, C., & Hayward, L. (2005). The journey so far: Assessment for learning in Scotland. Curriculum Journal, 16, 225248.Google Scholar
Inoue, N. (2010). Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematic Teacher Education, 14, 523.CrossRefGoogle Scholar
Inoue, N., Asada, A., Maeda, M., & Nakamura, S. (2016, August). Deconstructing adaptive teacher expertise for inquiry-based teaching in Japanese elementary classrooms: Neriage as inter-subjective pedagogy for social mind-storming. Paper presented at the ECER 2016 Leading Education conference, Dublin, Ireland.Google Scholar
Kabat-Zinn, J. (2013). Full catastrophe living (rev. edn.). New York: Bantam Books.Google Scholar
Kant, I. (1784). An answer to the question: “What is enlightenment?” Retrieved from https://web.cn.edu/kwheeler/documents/What_is_Enlightenment.pdf.Google Scholar
Kazemi, E., Elliott, R., Hubbard, A., Carroll, C., & Mumme, J. (2007). Doing mathematics in professional development: Theorizing teacher learning with and through socio-mathematical norms. In Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Stateline (Lake Tahoe), NV: University of Nevada, Reno.Google Scholar
Kitayama, S., Markus, H., & Kurokawa, M. (2000). Culture, emotion, and well-being: Good feelings in Japan and the United States. Cognition and Emotion, 14, 93124.Google Scholar
Kobayashi, M. (2004). Prospects. UNESCO International Bureau of Education, vol. 34, no. 2, 222–239. Retrieved from www.ibe.unesco.org/sites/default/files/obara.pdf.Google Scholar
Kobayashi, T. (1990). Masataro Sawayanagi (1865–1937) and the revised elementary code of 1900. Biography, 13, 4356.Google Scholar
Kounin, J. (1977). Discipline and group management in classrooms. Huntington, NY: Krieger.Google Scholar
Krill, A. L., & Platek, S. M. (2012). Working together may be better: Activation of reward centers during a cooperative maze task. PLoS ONE, 2, e30613.Google Scholar
Kusanagi, K. (2013). The bureaucratising of lesson study: A Javanese case. Mathematics Teacher Education and Development, 16, 171200.Google Scholar
Lave, J. (1991). Situating learning in communities of practice. In Resnick, L., Levine, J., & Teasley, S. (Eds.), Perspectives on socially shared cognition (pp. 6382). Washington, DC: APA.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.Google Scholar
Lebra, R. S. (1976). Japanese pattern of behavior. Honolulu: University of Hawaii Press.CrossRefGoogle Scholar
Lebra, R. S. (2004). The Japanese self in cultural logic. Honolulu: Hawaii University Press.Google Scholar
Lesson Study Group. (n.d.). Teaching through problem solving: Students do mathematics to learn mathematics. Neriage. Retrieved from http://preservice.lessonresearch.net/polygon-overview/neriage/.Google Scholar
Lewis, C. (1995). Educating heart and minds: Reflections on Japanese pre-school and elementary education. Cambridge: Cambridge University Press.Google Scholar
Linquisti, R. (2014). Supporting formative assessment for deeper learning: A primer for policymakers. Washington, DC: Council of Chief State School Officers.Google Scholar
Macintyre, L. M., Buck, G., & Beckenhauer, A. (2007). Formative assessment requires artistic vision. International Journal of Education & the Arts, 8(4), 123.Google Scholar
Ministry for Education (MEXT). (n.d. a). Improvement of academic abilities: Courses of study. Retrieved from www.mext.go.jp/en/policy/education/elsec/title02/detail02/1373859.htm.Google Scholar
Ministry for Education (MEXT). (n.d. b). Four basic policy directions. Retrieved from www.mext.go.jp/en/policy/education/lawandplan/title01/detail01/sdetail01/1373808.htm.Google Scholar
National Research Council. (2000). How people learn: Brain, mind, experience, and school (expanded edn.). Washington, DC: National Academies Press.Google Scholar
Organisation for Economic Cooperation and Development (OECD). (2005a). Formative Assessment: Improving learning in secondary classrooms. Centre for Educational Research and Innovation (CERI). Paris: OECD.Google Scholar
Organisation for Economic Cooperation and Development (OECD). (2005b). Formative Assessment: Improving learning in secondary classrooms. Policy Brief, November 2005. OECD Observer. Paris: OECD. Retrieved from www.oecd.org/edu/ceri/35661078.pdf.Google Scholar
Organisation for Economic Cooperation and Development (OECD). (2016). Country note: Japan. Programme for International Student Assessment: Results from PISA 2015. Paris, France: OECD. Retrieved from www.oecd.org/pisa/PISA-2015-Japan.pdf.Google Scholar
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.) (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.Google Scholar
Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
Pryor, J., & Torrance, H. (1996). Teacher–pupil interaction in formative assessment: Assessing the work or protecting the child? Curriculum Journal, 7, 205226.Google Scholar
Redcay, E., Dodell-Feder, D., Pearrow, M., Mavros, P., Kleiner, M., Gabrieli, J., & Saxe, R. (2010). Live face-to-face interaction during fMRI: A new tool for social cognitive neuroscience. Neuroimage, 50, 16391647.Google Scholar
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119144.Google Scholar
Sakaiya, S., Shiraito, Y., Kato, J., Ide, H., Okada, K., Takano, K., & Kansaku, K. (2013). Neural correlate of human reciprocity in social interactions. Frontiers in Neuroscience, 7, 239.CrossRefGoogle ScholarPubMed
Sakamoto, N. (2011). Professional development through “kizuki”: Cognitive, emotional and collegiate awareness. Teacher Development, 15, 187203.Google Scholar
Salamone, J., & Correa, M. (2012). The mysterious motivational functions of mesolimbic dopamine. Neuron, 76, 470485.Google Scholar
Schilbach, L., Timmermans, B., Reddy, V., Costall, A., Bente, G., Schlict, T., et al. (2013). Toward a second-person neuroscience. Behavioral and Brain Sciences, 36, 393462.Google Scholar
Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.Google Scholar
Scottish Government. (2011). Curriculum for excellence: Building the curriculum 5: A framework for learning and teaching. Edinburgh: Scottish Government. Retrieved from www.educationscotland.gov.uk/Images/BtC5Framework_tcm4-653230.pdf.Google Scholar
Shimahara, N. K. (1998). The Japanese model of professional development: Teaching as craft. Teaching and Teacher Education, 14, 451462.Google Scholar
Shimizu, Y. (1999). Aspects of mathematics teacher education in Japan: Focusing on teacher’s roles. Journal of Mathematics Education, 2, 107116.Google Scholar
Shinkawa, M., & Arimoto, M. (2012). Research for Japanese-like competency and assessment through challenges of eager schools for sustainability after the great earthquake and tsunami. International Journal of Sustainable Development, 3, 6169.Google Scholar
Shulman, L. (2005). Signature pedagogies in the professions. Daedalus, 134, 5259.Google Scholar
Sivan, E. (1986). Motivation in social constructivist theory. Educational Psychology, 21, 209–23–3.Google Scholar
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.Google Scholar
Sugita, H. (2012). Excerpts taken from a lecture given to novice Japanese teachers in light of the full implementation of Special Activities (tokkatsu) in the New Japanese Curriculum. Retrieved from www.p.u-tokyo.ac.jp/~tsunelab/tokkatsu/cms/wp-content/uploads/2016/03/sugita.pdf.Google Scholar
Takahashi, A. (2008). Neriage: An essential piece of a problem-based lesson. Teaching through problem solving: A Japanese approach. Paper presented at the annual conference of the National Council of Teachers of Mathematics, Salt Lake City, UT.Google Scholar
Takanashi, Y. (2004). TEFL and communication styles in Japanese culture. Language Culture and Curriculum, 17, 114.Google Scholar
Thien, K. (2004) Buddhist general semantics: A new approach to Buddhist religion and its philosophy. New York: iUniverse.Google Scholar
Thompson, P. (2002). Didactic objects and didactic models in radical constructivism. In Gravemeijer, K., Lehrer, R., van Oers, B., & Verschaffel, L. (Eds.), Symbolizing, modeling, and tool use in mathematics education (pp. 191212). Dordrecht: Kluwer.Google Scholar
Tsuneyoshi, R. (2017). Educating the whole child: The Japanese model of educating the whole child. Graduate School of Education, University of Tokyo. Retrieved from www.p.u-tokyo.ac.jp/~tsunelab/tokkatsu/edwc/.Google Scholar
Vogel, E. (1979). Japan as number one: Lessons for America. Lincoln, NE: iUniverse.com.Google Scholar
Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25, 10511060.Google Scholar
Vygotsky, L. S.(1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L. S. (1987). Thinking and speech. In Rieber, R. W. & Carton, A. S. (Eds.), The collected works of L. S. Vygotsky, vol. 1: Problems of general psychology (pp. 39285). New York: Plenum.Google Scholar
Walker, R. (2010). Socio-cultural issues in motivation. In Peterson, P., Baker, E., & McGaw, B. (Eds.), International encyclopaedia of education (pp. 712717). Oxford: Elsevier.Google Scholar
Walshaw, M. (2011). Working with teachers to enable both student and teacher learning. Journal of Mathematics Teacher Education, 14, 14.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.Google Scholar
Wiliam, D., Bartholomew, H., & Reay, D. (2004). Assessment, learning and identity. In Valero, P. and Zevenbergen, R. (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power theory and methodology (pp. 4361). Dordrecht: Kluwer.Google Scholar
Wiliam, D., & Leahy, S. (2007). A theoretical foundation for formative assessment. In McMillan, H. (Ed.), Formative assessment classroom: Theory into practice (pp. 2942). New York: Teachers College Press.Google Scholar
Willis, J. (2010). Assessment for learning as a participative pedagogy. Assessment Matters, 2, 6584.Google Scholar
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17, 89100.Google Scholar
Young, V., & Kim, D. (2010). Using assessments for instructional improvement: A literature review. Education Policy Analysis Archives, 18(19), 140.Google Scholar
Zimmerman, B., & Cleary, T. (2006). Adolescents’ development of personal agency. In Urban, T. and Pajares, F. (Eds.), Self-efficacy beliefs of adolescents (pp. 4570). Greenwich, CT: Information Age Publishing.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×