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1.
Jennifer Charteris 《Critical Studies in Education》2016,57(3):277-295
Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper brings together an intersubjective conception of professional learning that positions teachers as co-leaders, principles inherent in ‘the spirit of AfL’, and the notion of ‘intelligent accountability’ to illustrate evidence-informed teacher agency. It applies divergent and dialogic AfL practices to professional learning that can enable teachers to connect with issues that are most relevant to their practice. Dialogic feedback practices of this nature position teachers as capable, reflexive and resourceful practitioners and decision-makers. 相似文献
2.
Hege Hermansen 《Scandinavian Journal of Educational Research》2016,60(6):679-693
Collective approaches to practice development are increasingly common in the teaching profession. Such initiatives frequently involve groups of teachers taking responsibility for introducing, sharing and developing new pedagogical resources and for aiding their integration into existing practices. This article explores teachers’ knowledge work as a component of collective practice development, and investigates how engagement with knowledge is constructed in different school environments. Drawing on research that followed an Assessment for Learning (AfL) project in a Norwegian city, the article examines how two groups of lower secondary teachers worked to support the introduction and development of AfL resources at their respective schools. The analysis reveals how their knowledge work was framed in different ways through available organisational roles and resources, and discusses the implications for initiatives aimed at collective practice development at the school level. 相似文献
3.
Eleanore Hargreaves 《Teaching Education》2013,24(3):327-344
In this paper, I explore the experiences of secondary teachers in four London schools [UK] who participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The claim for these communities is that they lead to sustained improvements in teaching and learning, where the following design principles are adhered to: where leaders respect and value a need that has been identified by participants as of importance to themselves; they are school-based and integral to school operations; there is teacher collaboration; and there is input from within and beyond the school to support teachers’ theoretical as well as practical learning. The findings from this research project suggest that Teacher Learning Communities’ benefits were compromised specifically: where they were imposed on teachers; where they were not accommodated sufficiently within other school commitments; where leaders were too directive; where meeting formats were adhered to inflexibly; and where practice was emphasized at the expense of theories. My conclusion is that both AfL and Teacher Learning Communities rely for their success on sustained critical reflection among their participants, which can be inhibited where the above limitations apply. 相似文献
4.
It is generally accepted that Assessment for Learning (AfL) strategies are effective in teaching and learning. Approaches within this framework include the use of formative feedback, self and peer assessment and setting and discussion of learning intentions (LIs) and success criteria (SC). There has been a great deal of research into AfL strategies, but perhaps less into the way that the use of LIs and SC are actually perceived by teachers and their pupils. The purpose of the research described in this paper was to investigate teachers’ and pupils’ perceptions of AfL strategies, focusing specifically on LIs and SC within lessons. Findings showed that while both cohorts agreed on the usefulness of LIs and SC, in practice they were rarely discussed in class. Teachers displayed a variety of understandings regarding their purpose, and some learners, while appreciating their value for revision purposes, also expressed frustration at the tokenistic way in which they were implemented. The results of this study could be helpful in informing the wider education community about how LIs and SC are viewed by teachers and learners with a view to ensure understandings are consistent with research and policy through focused professional development courses. 相似文献
5.
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
6.
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
7.
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
8.
This study investigates the extent to which university teachers’ beliefs about classroom writing assessment are congruent with their self-perceived practices in English-as-a-foreign-language (EFL) contexts, and what factors contribute to belief-practice inconsistencies. Drawing on data from a survey of 136 Chinese university EFL writing teachers and ten teacher interviews, results showed a degree of belief-practice alignment regarding assessment for learning (AfL) practices that make learning explicit, but belief-practice discrepancies were more salient. AfL practices that empower students to take responsibility in writing assessment were perceived to be more important than assessment of learning practices; however, the reverse was found in teachers’ practice. Impacts of micro-level factors including assessment training, teaching experience, student attributes, meso-level school factors, and macro-level assessment culture are discussed, and implications are drawn. 相似文献
9.
10.
Kelvin Heng Kiat Tan 《Educational Research for Policy and Practice》2017,16(2):189-202
The recent focus on AfL has shifted from defining its scope and extent to understanding its implementation, and research has revealed AfL implementation to be complex and contested. AfL implementation is especially challenging in national contexts that emphasise high stakes examination performance and grades. One such example is the nation state of Singapore, which recently implemented Assessment for Learning nation-wide in all its primary schools in the form of “bite-sized assessment”. This article examines how bite-sized assessment in Singapore came to be implemented as a form of AfL, and how it was subsequently constructed as policy dictate, as opposed to being recognised as a form of best practice. A study of teachers’ perspectives of bite-sized assessment practices in Singapore primary schools reveals inconsistency between policy intent and school implementation. An inquiry-based approach is recommended for teachers to frame AfL implementation as a practice to be understood, rather than a package of pre-determined practices to be administered. 相似文献
11.
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
12.
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
13.
Jiming Zhou 《Assessment & Evaluation in Higher Education》2016,41(8):1144-1158
This study examines Chinese tertiary award-winning tutors’ perceptions and reported practices of classroom-based assessment. Seventeen tutors in the final stage of a national university teaching contest were individually interviewed. An interview framework was developed using three process dimensions of assessment for learning (AfL). A sequential and iterative analysis of resulting data was conducted based on Miles and Huberman’s protocols for qualitative analysis. Participants demonstrated a complex set of connections between perceptions and practices around issues of sharing standards, delivering feedback and response to external assessments. Results deviate from widely promoted principles of AfL and classroom-based assessment espoused in the international literature; in doing so, they challenge existing research and assumptions about the standardised and international nature of award-winning instructors’ assessment practices. Findings are discussed in relationship to understanding best practices in tertiary assessment, given emerging tertiary education markets. Practical implications for the further development of learning and assessment practices and theoretical implications for the AfL theory are also discussed. 相似文献
14.
An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6–8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers’ practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students’ writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers’ writing and the joint construction of feedback. As such, teachers’ AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning. 相似文献
15.
Past research has clearly indicated that teachers’ metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how in-service teachers’ self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning, and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher’s practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis revealed common discourses of teaching: responsibility, nurturing, and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers. 相似文献
16.
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
17.
Julie Amador 《International Journal of Science and Mathematics Education》2016,14(1):217-241
The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice. 相似文献
18.
Educational agencies in East Asia have heeded the advice of research findings and therefore acknowledge the value of assessment for learning (AfL) practices through various policy initiatives. At definitional level, the evolving conceptions and theories of AfL have consistently streamed in from overwhelmingly European and Anglophone-based research. We present a review of mainly peer-reviewed journal articles on selected AfL research in East Asian countries. The findings show that the current implicit and atheoretical approach towards defining and implementing AfL suggests opportunities for further deliberation and theorisation about what constitutes AfL in East Asian countries. It is conceivable that teachers who understand the principles and frequently prepare students for summative assessment in the East Asian classroom are concurrently practising a particular process and practice of AfL. We conclude that the practices of AfL can therefore not just be variable; they will also be very situated and contested. 相似文献
19.
The study investigated the relationships between assessment for learning (AfL) and attributes of two school-related contexts - the classroom assessment culture (CAC) in which AfL is embedded, and the larger context in which CAC is nested, namely the school-based professional learning community (SBPLC). The research design comprised two layers - quantitative and qualitative; the former, using rating-response questionnaires, investigated the association between attributes of SBPLC and AfL in a sample of in-service teachers. The latter, a multiple case study, examined AfL practices of six elementary school teachers, the assessment culture in their classrooms, and characteristics of their SBPLCs. Taken together, the findings of both layers pointed to meaningful relationships among AfL, CAC, and SBPLC highlighting similarities between SBPLC and CAC with regard to cultural attributes and to AfL/inquiry practice. Contextual attribute patterns conducive to proper implementation of AfL and those that impede it were discerned and discussed. 相似文献
20.
Singapore has earned accolades as one of the leading education systems in the world, based on its record in international assessments, including TIMMS and PISA. This has contributed to the entrenchment of ‘assessment’ becoming an institutional authority of standards, teaching (performativity) and classroom learning. It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. The changing assessment context of Singaporean schools, therefore serves as an interesting case study site for studying how formative assessment and AfL can be adapted and understood when ‘learning’ is already seen to be successful. 相似文献