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1.
Anders Jonsson Christian Lundahl Anders Holmgren 《Assessment in Education: Principles, Policy & Practice》2015,22(1):104-121
This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning. 相似文献
2.
从关于学习的评价到为了学习的评价 总被引：5，自引：2，他引：3
为了学习的评价近些年来在评价研究和实践中日益被广泛接受。本文介绍了为了学习的评价的基本概念、应用为了学习的评价的主要策略和原则,并将其与关于学习的评价进行了比较。通过将剑桥评价和CTB的两个为了学习的评价的产品作为例证,作者建议专业化考试机构应该在关于学习的评价之外推进为了学习的评价以服务于教育。 相似文献
3.
Fabienne M. Van der Kleij Jorine A. Vermeulen Kim Schildkamp Theo J.H.M. Eggen 《Assessment in Education: Principles, Policy & Practice》2015,22(3):324-343
Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based decision making (DBDM), Assessment for Learning (AfL) and diagnostic testing (DT). Furthermore, the differences and similarities in the implementation of each approach were explored. This analysis shows that although differences exist amongst the theoretical underpinnings of DBDM, AfL and DT, the combination of these approaches can create more informed learning environments. The thoughtful integration of the three assessment approaches should lead to more valid formative decisions, if a range of evidence about student learning is used to continuously optimise student learning. 相似文献
4.
学习文件夹评价法的理论与方法 总被引：14，自引：2，他引：14
学习文件夹是用于收藏学习活动过程中的学习记录的。学习文件夹评价法是根据这些记录来估计学习目标实际达到的程度 ,由此来修正学习方向的一种评价方法。它的关注点是学习活动过程。评价活动由追究、修正和回顾等构成。评价的对象除知识、态度外 ,尤其注重技能、倾向性、创造性等需要长期努力才能形成的综合能力。它的基本原理是 :评价是为了促进学习 ,它必须根植于学习过程之中。因此 ,学习文件夹既是物品 ,又是一种思想方法 ,还是一种做法 相似文献
5.
Zita Lysaght Michael O’Leary 《Assessment in Education: Principles, Policy & Practice》2017,24(2):271-289
AbstractExploiting the potential that Assessment for Learning (AfL) offers to optimise student learning is contingent on both teachers’ knowledge and use of AfL and the fidelity with which this translates into their daily classroom practices. Quantitative data derived from the use of an Assessment for Learning Audit Instrument (AfLAI) with a large sample (n = 594) across 42 primary schools in the Republic of Ireland serve to deprivatise teachers’ knowledge and use of AfL and the extent to which AfL is embedded in their work. The data confirm that there is urgent need for high-quality teacher professional development to build teacher assessment literacy. However, fiscal constraints coupled with the fractured nature of current provision renders it impossible to offer sustained support on a national scale in the immediate term. In response, this paper proposes the adoption of a design-based implementation research approach to site-based collaborations between researchers, teachers and other constituent groups, such as that engaged in by the authors over recent years, as a mechanism for addressing teachers’ needs in a manner that also supports other participants’ professional interests. 相似文献
6.
Assessment for Learning (AfL) is an established learning and teaching strategy. The authors identify issues with the effectiveness of its application in the classroom. Having noted a theoretical shift from teacher-generated to pupil-generated success criteria, the authors were keen to explore how this could be realised in practice. They developed a model based on AfL principles, which they introduced to a class of Year 5 pupils. They found that, whilst pupils can identify their own success criteria, a number of issues need to be considered by the innovative teacher. 相似文献
7.
The interest in assessment for learning (AfL) has resulted in a search for new modes of assessment that are better aligned to students’ learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional, psychometric criteria is being questioned in the context of assessment for learning. On the other hand, it has been argued that new criteria need to be formulated to acknowledge the unique features of assessment for learning. The issue dealt with in this review is what quality criteria are specifically relevant to AfL. Studies using (peer) assessment for learning were evaluated with regard to use of quality criteria under two perspectives: their recognition of educational measurement criteria, as well as their consideration of student involvement in the assessment of learning. The selected studies were analyzed to determine what specific criteria were utilized in (successive parts of) the assessment cycle (i.e., the process of construction, administration and follow up of an assessment). Our results indicate that quality criteria are dissimilarly connected to the distinct steps of an assessment cycle, which holds as well for the attention given to student involvement in assessment for learning. 相似文献
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9.
Therese N. Hopfenbeck María Teresa Flórez Petour Astrid Tolo 《Assessment in Education: Principles, Policy & Practice》2015,22(1):44-60
This study investigates how different stakeholders in Norway experienced a government-initiated, large-scale policy implementation programme on Assessment for Learning (AfL). Data were collected through 58 interviews with stakeholders in charge of the policy; Ministers of Education and members of the Directorate of Education and Training in Norway, and the main actors such as municipality leaders, teachers, school leaders and students. Successful implementation of AfL processes was found in municipalities where there were dialogue and trust between the municipality level, school leaders, teachers and students and where the programme was adapted to the local context. Implementation was challenged when the policy was interpreted as a way of controlling the schools. Despite the successful implementation in some municipalities, the programme did not have any effect upon students’ learning outcome, as measured on national tests in reading and mathematics. The results are discussed in relation to how local assessment cultures with particular characteristics influence governing, accountability and trust. 相似文献
10.
ABSTRACTWhile assessment for learning (AfL) has been widely used in college English classrooms in China where teachers usually teach large classes, how AfL is implemented in the large-class higher education (HE) context is relatively underexplored. To address this gap, this study explores some of the challenges presented by large classes and the teachers’ coping strategies through case studies of three university English teachers’ AfL practices. Challenges are identified surrounding how the teachers dealt with (a) inadequate attention to individual students, (b) reduced opportunities for individualised feedback, (c) overwhelming marking responsibilities, and (d) involving students in assessment, with strategies of putting students in groups, matching names with faces, conducting teacher-student conferences, utilising technology to facilitate feedback processes, enabling peer feedback, and transforming students from assessees to assessors. Findings are framed around useful forms of AfL in large classes and the feasibility of AfL in terms of compromises between teacher agency and their temporal and contextual conditions. The paper concludes with implications for teacher assessment training, teacher education and policy-making. 相似文献
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Sylvia Yee Fan Tang 《Teachers and Teaching》2013,19(6):665-678
This article attempts to unpack the complexity of teachers’ professional knowledge construction in Assessment for Learning (hereafter, AfL). It presents a qualitative study of a school‐based AfL Project which took place in a secondary school in Hong Kong. Thirty lessons video‐recorded in the AfL Project and nine teacher interviews conducted after the Project were analyzed. The findings enrich our understanding of professional knowledge construction in four aspects: (1) personal nature of teachers’ practical knowledge construction in contrived situations; (2) confined integration of AfL into pedagogical content knowledge in terms of ‘skill progression that accompanies experience’; (3) more sophisticated integration of AfL into pedagogical content knowledge as ‘practicalizing theoretical knowledge’; and (4) reflection, conscious deliberation, and ‘theorizing practical knowledge’ associated with more sophisticated professional knowledge integration. Implications for enhancing teachers’ professional learning are discussed. 相似文献
13.
ABSTRACTAssessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers. 相似文献
14.
In recent years, policy documents, curricula and other educational initiatives have promoted a pedagogy founded on the concept of independent learning. This is broadly defined as ‘having the belief in yourself to think through learning activities, problems or challenges, make decisions about your learning and act upon those decisions’. The central role of Assessment for Learning (AfL) in this process is often overlooked in practice. By considering the findings from a small-scale research study this article addresses the central role of the teacher/practitioner in developing effective AfL in the early years classroom (3–5 years). 相似文献
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Hege Hermansen 《Curriculum Journal》2014,25(4):470-494
Research has shown that how principles and tools related to Assessment for Learning (AfL) are taken up by teachers can significantly impact how assessment initiatives are realised. However, questions remain about how teachers develop new resources for use in local contexts, and what these processes entail. This article examines such processes in the context of teacher teams, using the notion of ‘knowledge work’ to denote the creative and constructive work that teachers carry out when they work together upon AfL-related principles and tools. The analyses contribute to existing research by illuminating the micro-dynamics of teachers’ work with assessment resources, and examining different forms of epistemic actions that constitute this process. In conclusion, the paper discusses how teacher collaboration may inform AfL initiatives in significant ways, and argues that teachers’ constructive and collaborative knowledge work needs to be more fully recognised in the context of AfL initiatives. 相似文献
17.
Schooling territories are bounded spaces where policies, bodies, practices, and discourses meet and collide. It is well documented in assessment literature that students who are active decision-makers understand their learning processes and have the necessary wherewithal to access support across schooling spaces. These spaces are co-produced through interrelationships, where youth participation is associated with power, voice, democratic citizenship, legal entitlement, empowerment, motivation and self-confidence. Recognising the growing pedagogical emphasis on locating students as responsible for their own learning, we consider how assessment practices constitute enabling and constraining schooling territories. Assessment for learning (AfL) can be linked with emancipatory practices in schooling territories where learner agency is co-produced through socio-material classroom relations. We use principal comments to map a range of interrelated schooling territories as a relational cartography of spatialised practices and student participation in AfL. Mostly, these territories are teacher imagined and defined, constructed through schooling and policy frameworks, and determined through the use of student achievement and student voice data. These conceptualised schooling spaces are interrogated to consider the positionality of students within AfL-related territories. While choice and participation may seem emancipatory, we reveal that AfL practices can serve a rarely acknowledged process of affirming territorial power. 相似文献
18.
Christopher DeLuca Don Klinger Jamie Pyper Judy Woods 《Assessment in Education: Principles, Policy & Practice》2015,22(1):122-139
The purpose of this research was to examine the implementation of a professional learning project aimed at building educators’ knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier Instructional Rounds (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers’ and principals’ conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning. 相似文献
19.
Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines 
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下载免费PDF全文 In recent years, the concept of Assessment for Learning (AfL) has travelled across countries, giving rise to a range of educational policy initiatives and school development projects. While researchers have focused on issues such as how formative assessment can support student learning and lead to more efficient classroom practices, less attention has been paid to the collaborative work required to develop shared assessment practices at the school level, and to the integration of AfL‐related principles and tools in the collective practice. This paper focuses on the challenges emerging for a teacher team engaging with an AfL project in a lower secondary school in Norway. By employing concepts and perspectives from social practice theory, AfL is understood as a problem complex that needs to be explored and developed locally. We have analysed data from seven video‐recorded meetings of an AfL team, supplemented by interviews and field notes, in order to make visible the micro processes of teachers' collaborative work. The analysis shows how the teachers needed to rework historically established practices and principles, which in turn called for a negotiation and re‐contextualisation of new concepts and artefacts in their efforts to develop shared assessment practices. This again required ways of representing existing practices and imagining future scenarios. Based on these observations we recommend that AfL projects be understood in their wider curricular, institutional, and social contexts, and that the constructive dimensions of teachers' collaborative work in such projects should be acknowledged. 相似文献
20.
Christopher DeLuca Angela Pyle Heather Braund Laurie Faith 《Assessment in Education: Principles, Policy & Practice》2020,27(4):394-415
ABSTRACT Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children’s learning. While some researchers have argued these two priorities are counter-related, research demonstrates the potential to embed these goals through play-based pedagogies. The purpose of this paper is to explore how kindergarten teachers leverage assessment practices, particularly Assessment as Learning (AaL), to support children learning within play-based classrooms. Centrally, we argue that a focus on AaL and self-regulation might be the fulcrum that hinges play-pedagogies with standards-based education and assessment mandates, helping to diminish the divide between these two priorities. Data are drawn from 20 kindergarten classrooms via initial interviews, observations and video-elicitation teacher interviews. Findings identify how kindergarten teachers are productively using assessment to promote learner independence within play-based classrooms. 相似文献