Implementation Of Assessment For Learning Research Articles

Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa

As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment for learning at primary school level, it was found that not only are schools not equipped to provide the quality education as set out in SDG 4, but teachers need additional training to give expression to the ideals of SDG 4. In order for this to be adequately addressed, all interested stakeholders—government, business, and NGOs—need to be involved.

Implementation of Assessment for Learning and The Need for Teachers Refreshing Trainings

A consistent continuing professional development is requisite to equip teachers with the indispensable proficiencies for their new roles as well as to keep them up to date in their job market. In this context, current study investigated the perceptions of teachers regarding the need for refreshing trainings in developing their skills for the implementation of assessment for learning at undergraduate program in public sector universities of Khyber Pakhtunkhwa. The sample comprised of randomly selected 40 teachers, 8 teachers, each of five public sector universities in Khyber Pakhtunkhwa. To get the relevant data, semi-structured interview schedules were used and was analyzed by adopting a thematic approach. Teachers strongly signified the expanded professional development opportunities instead of relying on conventional programs. Teachers stressed that to be provided with opportunities to improve their assessment skills by doing away with customary assessment methodologies while, embracing new advanced student-centered teaching and assessment approaches. The respondents were of the view that though they have command on subject matter and also have skills of teaching but to cope with new teaching learning practices they feel the need to be equipped with essential innovative skills as the more they get the opportunities to participate in refreshing trainings and do implement such assessment strategies in real classroom environments, the more they will be in a position to comprehend the productive worth of the assessment practices on students learning.

“This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools

Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students’ experiences of the cultural characteristics that are regarded as valuable for their learning. The purpose of this study is to explore and compare students’ experiences of assessment practices in schools with an overt policy of AfL implementation with those of students in schools with no AfL policy. Focus group interviews with students were conducted in three Icelandic upper secondary schools. The findings show that students value positive teacher–student relationships and active dialogue with teachers. Moreover, a “mixed” assessment culture could be seen in one school, where a culture of grading is prevalent in conjunction with a learning-oriented assessment culture. We propose that stakeholders of upper secondary schools discuss openly and review critically the interplay of assessment tools such as grades and formative feedback. In light of these findings, it is important that the prevailing practice of assessment guides students to internalise the mindset that is embedded in AfL.

Assessment for learning in constrained contexts: How does the teacher’s self-directed development play out?

This qualitative case study explores how a teacher directed himself in implementing assessment for learning (AfL) among his students in a constrained context (i.e., a lack of institutional support in offering effective teacher education programs). The data included a Chinese college English writing teacher’s reflections over two courses, interviews, and dialogues with the students, coupled with field notes. The qualitative analysis shows that in a constrained context, self-directed AfL was buttressed by the teacher's existent pedagogical knowledge. In the process, the teacher’s self-agency empowered him in synergizing existent knowledge with external resources and revamping his teaching based on the students’ needs as reflected through AfL. These student-centered practices contributed to reduced complexity of AfL implementation, and yielded a more or less beginning cycle: the students echoed the teacher’s purpose of assessment, which considered knowledge appropriation as pivotal, and the teacher felt professionally rewarded from self-directed development using assessment-based information to improve his instruction and benefit his students.

Assessment of English Language Learning in 2013 Curriculum

This study aims to determine: (1) the implementation of the 2013 curriculum in the assessment of English learning conducted by teachers; (2) the implementation of the 2013 curriculum English learning assessment in terms of national examination results; (3) the implementation of the 2013 curriculum English learning assessment in terms of teacher stratum. This research is a survey research using a quantitative approach and supported by a qualitative approach. This research was conducted in 16 state high schools in Sleman Regency. The samples in this study were 34 English teachers, all of them had taught based on the 2013 curriculum. Data collection in this study used questionnaires, observations, document analysis and interviews. The data analysis technique used is quantitative and qualitative descriptive techniques. The results of this study indicate that: (1) the implementation of the 2013 curriculum in learning assessment gets an average score of 3.5 (very good). Learning assessment is carried out based on education assessment standards in the 2013 curriculum. (2) implementation of learning assessments that are in accordance with the 2013 curriculum in schools that have low, medium, and high national examination scores is included in the excellent category with an average percentage of 87.45%; (3) the implementation of learning assessment that is in accordance with the 2013 curriculum in terms of the stratum of teachers, that non-civil servant teachers implement higher learning assessment than civil servant teachers.

Primary Mathematics Teachers’ Assessment Practices in the Context of the Integrated Primary Curriculum in Lesotho

The purpose of this research was to investigate primary mathematics teachers’ assessment practices in the context of the new integrated primary curriculum. This was a case study in which data were collected through classroom observations and interviews. Findings from the study revealed that teachers were able to use some of the assessment for learning strategies in their classrooms. These were communicating learning intentions and success criteria at the beginning of the lessons, making use of peer and self-assessment by learners. The study established that the use of success criteria can promote learners’ self-reflective ability, regardless of their age. Findings also revealed that teachers were not providing learners with descriptive feedback that showed their strengths and weaknesses. Furthermore, the results of the study revealed that teachers encountered challenges in the implementation of assessment for learning in their classrooms. Some of the challenges encountered were a shortage of resources, high teacher–learner ratio, increased workload and reduced teaching time.

The Validation of Assessment for Learning Audit Instrument: A Mixed Methods Approach

The CEFR-aligned curriculum promotes integration in the implementation of Assessment for Learning (AfL) by English language teachers in primary schools. This paper depicts the mixed methods pilot and validation of the Assessment for Learning Audit Instrument (AfLAi) for the purpose of examining the use and understanding of AfL among the teachers in primary schools. In Phase 1, three subject matter experts were consulted, and nine English language teachers provided consensual validation. In Phase 2, 53 English language teachers responded to the adapted instrument. AfLAi was further discussed with the validators in Phase 3. This procedure was adapted from Phase 8 of the Instrument Development and Construct Validation mixed research techniques. Among the emerging themes were on language correction, item/ instrument difficulty, and useful items. The quantitative data was compared with the scales from the original authors regarding the four key strategies of AfL in AfLAi: Sharing Learning Intentions and Success Criteria, Questions and Classroom Discussions, Feedback and Peer- and Self-Assessment. Based on the mixed data arranged in a joint display, some parts in the items were adapted to accommodate the local context. Among the findings were (i) the key strategy known as Learning Intentions in AfLAi was not applicable in the target context, and (ii) some examples in the items needed to be changed to fit the Malaysian syllabus. The implications of this pilot study and validation process included 16 changes in the instrument and the translation of the instrument into Bahasa Melayu. Keywords: Assessment for Learning; English language teachers; primary school; audit instrument; mixed methods

Assessment for learning of mathematics

In the 21st century assessment is not only done at the end of learning, but also can be integrated directly in the learning process, called assessment for learning. This study explores the effect of it implementation in the process of mathematics learning. The main purpose of this research is to describe the achievement of learning objectives which consists of understanding concepts, reasoning, problem solving, and communicating ideas. Design research, which consists of three steps, preliminary research, prototyping stage, and assessment phase, is the method chosen for designing assessment for learning. The design is tested to 36 students. The implementation of assessment for learning is carried out in three activities. The results of the implementation of it on the achievement of learning objectives are as follows: at the first meeting 6 of 9 groups succeeded. In the second activity all groups achieved the learning objectives, and in the third activity 7 out of 8 groups also did it. This indicates that the implementation of assessment for learning can achieve the learning objectives that have been set very well. Because of that, effect of the design most learners can achieve the learning objectives that have been set. Furthermore, the design facilitates learners to be actively involved in learning activities so that it makes a good interaction between educators with learners, fellow learners, and the atmosphere created in the classroom becomes more positive.

Toward a Teacher Professional Learning Continuum in Assessment for Learning

ABSTRACTOver the past 15 years, assessment for learning (AfL) has emerged as a key area of teacher practice with policy mandates around the world supporting teachers’ implementation of the underlying components of this pedagogical approach. While procedural and selective implementation of AfL strategies has been observed within research (i.e., implementing the letter of AfL), promoting a spirit of AfL appears far more challenging. There is a critical need to better understand how teachers develop AfL capacity within their practice to effectively cultivate a spirit of AfL in their classrooms. The purpose of this study was to describe a learning continuum for teachers’ implementation of AfL as based on data from 88 teachers. Specifically, interview and observational data were analyzed to describe five developmental stages demarcating shifts in teachers’ conceptual understandings and enacted AfL practices. The resulting learning continuum provides an empirical foundation for responsive teacher education that facilitates teachers’ continued learning toward more meaningful AfL implementation.

Teacher Adaptive Practices: A Key Factor in Teachers’ Implementation of Assessment for Learning

The Assessment for Learning disposition has been long established in the literature as a desirable attribute for teachers. To use the biological metaphor of adaptation, assessment for learning has been argued to be a key base pair on the teacher genome. We argue that the selection of the correct genotype for teachers is not enough. What is needed is empirical confirmation that these genotypes are expressed in the appropriate phenotypes, or teacher practices. The data in this study were generated from interviews that explored the phenotype, or practices, of six teachers who self-selected for the favoured genotype using the Teacher Assessment for Learning Literacy Tool. The findings indicate that the Assessment for Learning genotype was not always expressed in the phenotype, or practices of these six teachers. The selective environmental pressure of the Teacher Assessment for Learning Literacy Tool was not enough to activate plasticity in all the teachers. The implications are that there may need to be a combination of environmental pressures in the form of teacher professional learning interventions using the Teacher Adaptive Practice scale in concert with the Teacher Assessment for Learning Literacy Tool as well as an internal mechanism like a teacher selection tool that discriminates between rigidity and plasticity in a teacher's disposition.

The use of assessment for learning in Physical Education classes: preservice teachers’ perceptions

Assessment is not a consensual topic among teachers, and several are the challenges it poses, especially to those in training. Among the different assessment perspectives, the use of it as a means of promoting learning has been gaining ground. This paper aims to capture the understandings, advantages, and problems that preservice teachers faced during the implementation of Assessment for Learning (AfL) in Physical Education classes during their school placement. Semi-structured interviews were carried out with four preservice teachers, chosen to participate in this study. Using a thematic analysis, three categories were defined: 1) understanding about AfL; 2) experience of preparing and implementing AfL, and 3) impact of this experience on their future as a teacher. Preservice teachers seem to have a similar understanding of AfL. They reported that planning is demanding but impacted positively on students’ motivation and participation. This experience changed their way of preparing classes to a student-centered approach.

Implementation analysis of formative self and peer assessment towards critical thinking skill in junior high school

The change of assessment paradigm from assessment of learning to assessment for learning is an effort to implement formative assessment. Implementation of assessment for learning involves the students to understand and be responsible for their ability, while the teacher acts as their partner that directs the learning process which is integrated with assessment. The formative self and peer assessment provides feedback to direct students to do self-regulation and think criticaly. This study explains that the implementation of formative self and peer assessment has not been optimal so that the results of self-assessment tests of junior high students on critical thinking skills in the average category. Implementation of school learning is based on scientific approach but formative assessment has not been integrated. The critical thinking skills of the students are only supported from the learning process only without scaffolding. Interviews were also conducted with four science teachers indicating that this school has developed a website in the implementation of cognitive and formative assessment, but there is no optimization of the system in it merely to transfer paper media to the website. The availability of media can be an opportunity to present formative self and peer assessment in this school.

Student Perceptions of Assessment-for-Learning Practices in an English Academic Writing Course

This paper investigates a group of college students’ perceived experience of Assessment-for-Learning (AfL) practices in their academic English writing classrooms in a Confucian Heritage Culture setting (i.e., Hong Kong), and their perceptions of these practices, especially in relation to learner self-regulation. A questionnaire was used to obtain a general picture while student focus group interviews, classroom observation, teacher interviews, and teacher feedback were utilized to gain in-depth information about student views. It was found that the students tended to have a more favorable view of teacher-led AfL practices, no matter whether such practices belonged to conventional practices focusing mainly on providing information to students (e.g., teacher clarification of goals and features of quality work) or fell into the category of more dialogic practices (e.g., teacher provision of quality feedback and active student engagement with it). The students seemed to be less receptive to student-led AfL practices that required them to play a more active and confident role in monitoring and evaluating their own learning (i.e., peer and self-feedback), although they also acknowledged the benefits. In a Confucian Heritage Culture context where teachers are usually regarded as authoritative figures who impart knowledge to students, it is important for teachers to reflect on teacher and student roles involved in the implementation of AfL, and enhance both their own and their students’ assessment literacy to implement AfL to reflect its true “spirit.” Research suggestions are also provided.

Assessment for learning in the CLIL classroom

AbstractThis article summarizes the findings of a corpus-based study investigating assessment for learning (AfL) and its relationship to motivation in CLIL contexts. Using a mixed methods approach, classroom recordings from bilingual primary schools in Madrid, Spain, were analyzed to identify motivational strategies used by teachers. The relationship between these strategies and the AfL techniques implemented by teachers was then examined.The findings show that the implementation of AfL coincided with an increase in frequency, length of time of use, and variety of teacher motivational strategies. This led to classes in which activities were supported by a more motivational discourse. A qualitative analysis of the corpus shows that the incorporation of AfL techniques coincided with several motivational strategies for language learning. The findings contribute to an understanding of how the use of AfL techniques may contribute to integrating motivational strategies in a more systematic way in the CLIL educational context.

Assessment for Learning in the Chinese Context: Prospective EFL Teachers’ Perceptions and Their Relations to Learning Approach

This study examines how prospective EFL teachers conceive of assessment for learning (AfL) practices and how these perceptions relate to their learning approaches. The study evaluated, in three teacher training universities’ in China, 692 prospective EFL teachers’ responses to a self-report instrument regarding assessment for learning practices and students’ learning approach. Results indicate a significant positive correlation between their perceived AfL experience and their tendency to adopt an achieving or deep approach to learning. Results also reveal that a surface approach to learning was negatively correlated to AfL experience, suggesting that in the Chinese university environment, the more AfL features incorporated into the classroom teaching and assessment processes, the less likely students adopt a surface approach to learning. This study also provides evidence of the potential differences in students’ responses to AfL as a result of different institutional environments. Implications of the results for addressing potential barriers to implementation of AfL in the Chinese context are also discussed.

Building and construction students’ skills development for employability – reframing assessment for learning in discipline-specific contexts

ABSTRACTThe international debate on student skills development for employability has advanced institutional initiatives for teaching and learning, but to date lacks detailed research studies mapping disciplinary implementation linked to student learning feedback. This paper reports on a five year higher education research study from Australia framed by a reflective practice-based methodology. Students in the undergraduate discipline of building and construction management monitored the development of their academic attributes and skills for employability. This work contributes new knowledge on constructive alignment and implementation of assessment for learning and early professional skills development. Research findings indicate that student skills for employability are facilitated through: (1) Discipline-based curriculum design linking university and industry skills expectations. (2) Clear interweaving of learning contexts and assessments for students to experience and identify academic and professional learning dimensions (metacognition). (3) Constructive alignment for skills development through scaffolded assessment learning. (4) A ‘constructive, explicit and reflective’ teaching approach engaging students in their own generic and professional skills development.

IMPLEMENTING ASSESSMENT FOR LEARNING IN THE CHINESE EFL CONTEXT: AN EXPLORATORY ACTION RESEARCH

This article reports on a two-year-long action research project, where Assessment for Learning (AfL) was implemented in a tertiary foreign language classroom in China. It aims to seek answers to three research questions. First, to what extent can AfL impact on learner autonomy? Second, to what extent can AfL effectively improve learners’ proficiency of the target language? Third, what factors may influence the implementation of AfL? The qualitative data elicited from the interviews with learners, triangulated with the quantitative data from questionnaires, revealed that AfL is a rather effective way of promoting learner autonomy. In addition, quantitative data from a pre- and post-test lend support to the hypothesis that AfL in general achieves overall beneficial effects on learners’ language proficiency, though there are differential effects on sub-groups, i.e. female vs. male, and Shanghainese vs. non-Shanghainese. This study also pinpoints certain factors that are possibly conducive to or constraining the implementation of AfL in the Chinese EFL context.

Assessing with new eyes? Assessment for learning in Norwegian physical education

Background: The latest curriculum reform in Norway is one example of an education reform with a highly emphasised assessment for learning (AfL) agenda. Acknowledging that there is a lack of empirical research on AfL in physical education (PE), and that AfL potentially can have an important role to play in development of PE pedagogy, this paper set out to examine the extent to which the emphasis on AfL from educational authorities has led to change in assessment practice in PE.Purpose and research question: The purpose of this paper is to examine the implementation of AfL in PE at upper secondary level in Norway, and discuss possible implications. More specifically we ask ‘How do students’ and teachers' perspectives of assessment practices in PE reflect AfL key principles?'Methods: A mixed-method design has been applied in this study. Quantitative data, collected through a questionnaire answered by 1486 students from six upper secondary schools (15–19 years), were combined and compared with qualitative data from focus groups of a total of 23 PE teachers at the same schools. Data were analysed in relation to four key principles of AfL.Findings: For the majority of the students in the study, their reports of assessment practice in PE did not reflect the four key principles of AfL. This result was supported by the fact that their PE teachers conveyed very varied understandings and enactments of AfL. The study revealed some difference between teacher and student perspectives regarding AfL key principles, in particular regarding feedback that moves learners forward.Conclusions: The study demonstrates limited implementation of AfL principles in PE and we conclude that the educational authorities' emphasis of AfL has not proven productive in PE. However, most of the teachers acknowledged the need to change teaching and assessment practices in PE, and all schools in the study are observed to be in an area of changing assessment. Considering the findings on different AfL key principles, this study highlights engaging student more directly in assessment processes as an important development area.

Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway

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.

International trends in the implementation of assessment for learning: Implications for policy and practice

This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries. The authors also discuss the implications of these various shifts and the ongoing tensions that exist between A fL and summative forms of assessment within national policy initiatives.