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Abstract：
Recently, more is being learned about the linkages among assessment, feedback, and continued learning and professional development. The purpose of this article is to explore these linkages and to understand how assessment and feedback can guide professional development and related practice change. It includes a brief review of conceptual models that guide learning and practice change in general, related to both formally structured continuing professional development (CPD) sessions and to self-directed individual activities, and draws on these to inform learning and change from assessment and feedback. However, evidence and theory show that using assessment and feedback for learning and change are not naturally intuitive activities. We propose a 4-phase facilitated reflective process for enabling engagement with assessment data and feedback and using it for learning and change, and explore the varied personal and contextual factors which are influential and require consideration. We end with practical implications and suggestions.
摘要：
最近,人们对评估之间的联系有了更多的了解，反馈,继续学习和专业发展。本文的目的是探索这些联系，并了解评估和反馈如何指导专业发展和相关实践变化。它包括对概念模型的简要回顾，这些概念模型通常指导学习和实践变革，与正式结构化的持续专业发展（CPD）会议和自我指导的个人活动有关，并利用这些信息从评估和反馈中了解学习和变化。然而,证据和理论表明，使用评估和反馈进行学习和改变并不是自然的直观活动。我们提出了一个四阶段的促进反思过程，以便能够参与评估数据和反馈，并将其用于学习和变革，并探索各种影响和需要考虑的个人和背景因素。最后，我们提出了实际影响和建议。
