Secondary modern language students and assessment: Conceptions, metacognition and emotions

Simon Baron,Teacher of Languages, Parkside Community College (Cambridge), UK In the English secondary school context, the focus on the measurement of educational outcomes promotes a conception of assessment as a tool for accountability, revealing a reductionist view of the aims of education (see, for example, Biesta, 2010; Siegel, 2004). Formative assessment theory provides an alternative view of assessment, which encourages students to become self-regulated learners and take ownership of their learning (Wiliam, 2017). Amid these conflicting conceptions of assessment, how do students understand the purpose of assessment? And how does this affect the extent to which they benefit from assessment opportunities? In this qualitative multiple case study, I seek answers to these questions by exploring Key Stage 4 students’ conceptions of assessment opportunities in their modern language studies. Conceptions, metacognition and emotions Students’ engagement with formative assessment is