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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.
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
3.
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
4.
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
5.
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
6.
7.
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
8.
This paper traces the design, development and trialling of an assessment for learning audit instrument (AfLAi) in use currently in the Republic of Ireland to gauge teachers' baseline understanding of assessment for learning (AfL) practices and the extent to which AfL is embedded in their teaching. As described in the paper, the AfLAi consists of 58 items distributed across four scales based on the following key AfL strategies: sharing learning intentions and success criteria, questioning and classroom discussion, feedback and peer- and self-assessment. Preliminary data from the study provide a window into current formative assessment practices in Irish primary schools and teachers' professional needs in AfL. 相似文献
9.
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
10.
Rhonda Nixon 《Educational Action Research》2016,24(3):404-423
AbstractThis article reports on a two-year study of one principal’s professional learning practices in ‘Transform,’ a professional learning program in Edmonton Catholic Schools, Alberta, Canada. Transform was designed to be a bottom-up, morally-oriented professional learning approach in which principals and teachers worked as partners on critical, participatory action research projects. This article examines the research question ‘How are principals shifting from technically- to morally-oriented professional learning practices in their schools?’ and explores one theme – co-creating social spaces for risk-taking – to illustrate how principals shifted from being managers of teachers’ learning to being partners with teachers in researching and refining classroom practices. 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.
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
13.
Guri A. Nortvedt Leonor Santos Jorge Pinto 《Assessment in Education: Principles, Policy & Practice》2016,23(3):377-395
In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that might explain the assessment practices previously observed in the two countries. Many similarities are found at the school and national levels. In particular, AfL is introduced as a national policy in both countries. Still, AfL practices are not common in primary mathematics classrooms in either country, although this is true for different reasons in each country. It is suggested that the assessment culture caused by national policies, such as curriculum reforms, national professional development projects and teacher autonomy, explains the similarities in the observed outcomes. 相似文献
14.
Kay Livingston Carolyn Hutchinson 《Assessment in Education: Principles, Policy & Practice》2017,24(2):290-307
AbstractIn a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels. 相似文献
15.
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
16.
Annika Lena Hondrich Silke Hertel Katja Adl-Amini Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2016,23(3):353-376
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. 相似文献
17.
This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building. 相似文献
18.
Catherine Lang Deborah Neal Maria Karvouni Debbie Chandler 《Asia-Pacific Journal of Teacher Education》2015,43(4):338-354
We present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. It was expanded in 2014 to capitalise on an existing university school partnership at a regional campus of the university. We present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model. The findings clearly show the benefit of this model of professional experience for producing work-ready graduates and for creating authentic learning and teaching environments that, according to the school principals and mentor teachers, contribute to school improvement. Our research demonstrates that this Teaching School model builds relationships and creates a community of learning and teaching educators; however, its adoption is not without challenges and limitations. 相似文献
19.
Numerous studies have dealt with the importance of assessment for learning (AfL) in higher education, arguing that AfL helps to promote students’ learning and supports them in becoming self-directed learners. The majority of the recent literature focuses mainly on the role of individual aspects of AfL. Less attention has been paid to the interrelation of different aspects of AfL. The current study argues that AfL combines authentic assessment tasks given to students, feedback from teacher educators, peer assessment and self-assessment. The aim of the current study is to understand student teachers’ experiences of AfL practices in higher education, focusing on the reasons why student teachers do not always find the practices supportive. The study conducted semi-structured interviews with 20 student teachers and analysed them using an inductive content analysis method. The findings indicate that student teachers have had some experiences with individual aspects of AfL. A critical finding is that, when teacher educators continually dominate in the assessment process, summative assessment remains the principal way of assessing student teachers, thus hindering the supportive role of other AfL practices. The current study also finds that learning in higher education is still quite grade-centred, which affects student teachers’ learning. 相似文献
20.
This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning. 相似文献