How do teachers respond to assessment reform? Exploring decision-making processes

Abstract

ABSTRACT Background: As a consequence of government-led assessment reforms, teachers are often tasked with implementing changes in assessment practice. What influences teachers’ responses to such reform? Our study considers this question in the context of the recent post-16 educational reform to the national qualifications system in England, which resulted in a shift from modular to linear assessment for high-stakes academic qualifications (A levels) taken by many students at the end of secondary education. Purpose: This small-scale study aimed to investigate, in depth, the decision-making processes of senior teachers and school leaders in response to the post-16 educational reform. Method: Semi-structured interviews were conducted with 11 senior teachers and school leaders at a point in time after the reform. Data were analysed thematically, with the notions of utilitarianism and bounded rationality providing a conceptual basis for the analysis and interpretation of data. Findings: The analysis of interview data allowed for the exploration of factors that reportedly influenced decisions, providing insight into possible explanations for similarities and divergences in approach. Findings indicated that the reform was enacted differently in different schools; senior teachers and school leaders made decisions to benefit their stakeholders but were constrained by various limiting factors, including their perceptions of reformed qualifications, school culture, time, information and resources. Conclusion: Our study contributes to the understanding of how local contexts shape senior teachers’ and school leaders’ responses to assessment reform. The study highlights themes of international relevance that are applicable to theorising and reflecting on teachers’ responses to external, top-down educational changes.