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• W2980773015 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." @default.
• W2980773015 created "2019-10-25" @default.
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• W2980773015 date "2019-12-06" @default.
• W2980773015 modified "2023-09-23" @default.
• W2980773015 title "Assessment in 21st Century Learning" @default.
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• W2980773015 doi "https://doi.org/10.4018/978-1-7998-0323-2.ch017" @default.
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