Assessment For Learning Practices Research Articles

Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture

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.

Assessment for learning as a participative pedagogy

Assessment for learning (AfL) practices observed in case studies in a North Queensland school were analysed from a sociocultural theoretical perspective. AfL practices of feedback, dialogue and peer assessment were viewed as an opportunity for students to learn the social expectations for being an autonomous learner, or central participant, within the classroom community of practice. This process of becoming more expert and belonging within the community of practice involved students negotiating identities of participation that included knowing both academic skills and the social expectations within the classroom. This article argues that when AfL practices are viewed as ways of enhancing participation, there is potential for learners to negotiate identities as autonomous learners. AfL practices within the daily classroom interactions and pedagogy that enabled students to develop a shared repertoire, joint enterprise and mutual engagement in the classroom communities of practice are described. The challenges for teachers in shifting their gaze to patterns of participation are also briefly discussed.

Editorial

<i>Editorial</i>

FORMATIVE ASSESSMENT IN LANGUAGE EDUCATION POLICIES: EMERGING LESSONS FROM WALES AND SCOTLAND

Formative assessment, particularly in the current form known as Assessment for Learning (AfL), has caught the attention of policymakers in many education jurisdictions. Diverse educational systems such as Hong Kong and Western Canada have publicly endorsed the principles and practice of AfL. In the United Kingdom, progressive devolution of state power from London has meant that Scotland and Wales now have national autonomy in education matters. In a dramatic reversal of policy, both of these “home” countries have in the past four years dismantled the heavily test-oriented schooling regime. Instead both the Welsh and Scottish administrations have adopted assessment policies that prioritize learning. This article discusses (1) the political and ideological trajectories that have supported the emergence of the for-learning assessment policies and (2) the fit (or lack of) between AfL principles and the prevailing espoused educational values in these two nations. The potential impact of these developments for assessment of English as an additional/second language (EAL) in schooling education will be discussed.

Assessment for Learning – Why the Theory Needs the Practice

Assessment for Learning is a pedagogical practice with anticipated gains of increased student motivation, mastery and autonomy as learners develop their capacity to monitor and plan their own learning progress. Assessment for Learning (AfL) differs from Assessment of learning in its timing, occurring within the regular flow of learning rather than end point, in its purpose of improving student learning rather than summative grading and in the ownership of the learning where the student voice is heard in judging quality. Since Black and Wiliam (1998) highlighted the achievement gains that AfL practices seem to bring to all learners in classrooms, it has become part of current educational policy discourse in Australia, yet teacher adoption of the practices is not a straightforward implementation of techniques within an existing classroom repertoire. As can be seen from the following meta-analysis, recent research highlights a more complex interrelationship between teacher and student beliefs about learning and assessment, and the social and cultural interactions in and contexts of the classroom. More research is needed from a sociocultural perspective that allows meaning to emerge from practice. Before another policy push, we need to understand better the many factors within the assessment relationship. We need to hear from teachers and students through long-term AfL case studies both to inform AfL theory and to shed light on the complexities of pedagogical change for enhancing learner autonomy.

Avaliação, ciclos e qualidade do Ensino Fundamental: uma relação a ser construída

O texto focaliza implicações das políticas de organização do trabalho escolar em ciclos para a avaliação da aprendizagem, tendo como alvo a democratização do ensino. Toma como referência para essa análise elementos que caracterizam tendências dominantes presentes nas práticas de avaliação de aprendizagem e contribuições presentes na literatura sobre o tema. Para situar a abrangência da implantação de ciclos no território nacional, divulga informações que permitem aquilatar como se distribuem as escolas e matrículas em ciclos, por dependência administrativa das escolas.

Teachers developing assessment for learning: mapping teacher change

This article seeks to explore how teachers develop assessment for learning practices in secondary school science, mathematics and English classrooms. Drawing on interviews, teacher reflective writing, lesson observations and field notes of teacher meetings, it highlights the importance of opportunities for professional dialogue between teachers and between teachers and researchers. This provides the impetus for teacher change so that emerging ideas can be evolved and honed into effective classroom practice. Teachers' understanding was deepened as they discussed their evolving practice with other practitioners who shared similar views and were attempting to make similar changes in their own classrooms. Anecdotal evidence arising from classroom incidents fostered cognition as a social process. This enabled teachers to challenge and develop their pedagogical content knowledge in a peer-supported environment.

The importance of pedagogical content knowledge in assessment for learning practices: a case‐study of a whole‐school approach

Eastern Heights Primary School's involvement with research on assessment for learning began in 1998 with a focus on technology education as a new learning area. The initial research outcomes highlighted the impact that teachers' pedagogical content knowledge has on classroom and school practices in assessment for learning. In the subsequent years, enhancing teachers' planning, teaching and assessment knowledge and practices were key foci, as were developing teachers' understandings of subject ideas and how these might be translated to best fit their students. Teachers' formative interactions and summative assessment practices became focused on encouraging and supporting student engagement with key subject ideas in order to move student learning forward. For effective learning to occur, it was crucial for teachers to have conversations with students around these ideas. The impact of the intervention programme on teachers' assessment for learning practices and student learning was so significant that changes were made to classroom practices at the wider school level in technology, and were also incorporated effectively into science programmes and other curriculum areas. This article describes why the research and intervention programmes undertaken with a few teachers impacted positively on a school‐wide basis. The school culture, the positive research outcomes and the nature of the research process contributed to school‐wide changes in assessment for learning practices. This long‐term research programme provides insights into how enhanced assessment for learning practices at the individual teacher level might expand to a school‐wide level.