Implementation Of Assessment For Learning Research Articles

International trends in the implementation of assessment for learning revisited: Implications for policy and practice in a post-COVID world

International trends in the implementation of assessment for learning <i>revisited</i>: Implications for policy and practice in a post-COVID world

Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning

Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This survey-based study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch secondary schools. Analysis showed no differences between the subjects. Students (N = 685) experienced activities to clarify the learning intentions and success criteria and eliciting evidence on their learning progress regularly (between 50–74% of the lessons). Students hardly ever experienced activities aimed at peer- and self-assessment (less than 25% of the lessons). However, cluster analysis revealed three distinct clusters related to the extent of AfL strategy use students experienced. Overall, we can conclude that AfL is not yet fully integrated into teaching practices. Teachers’ skills, knowledge and attitudes required to increase student engagement in AfL practices and strengthen students’ self-regulated learning need more attention in future teacher professional development trajectories.

Collaborative approaches: studying horizontal and vertical working relations in schools and how they relate to collaborative-innovation practices

ABSTRACT In Nordic countries, as well as in the Netherlands, schools have high school autonomy (OECD, 2016 [Netherlands 2016 Foundations for the Future. https://www.oecd.org/netherlands/netherlands-2016-9789264257658-en.htm]; Tolo et al., 2020 [Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change, 21(1), 59–82]). In schools there are both horizontal and vertical working relations and all teachers and school principals within a school are expected to take responsibility for collaborative-innovation practices (CIP). In this paper, we describe a study investigating how both horizontal and vertical working relations relate to CIP. We used longitudinal questionnaire (2036 teachers, 157 schools) and interview data (53 teachers, 20 schools). These data were gathered in Dutch schools participating in the large-scale ‘LeerKRACHT’ program. The results show that teachers perceive horizontal and vertical factors to enhance CIP. Furthermore, especially school principals and coach-teachers seem to be able to strengthen horizontal and vertical factors which leads to more CIP. We discuss implications for research and schools in the Netherlands and beyond.

Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom

In this empirical paper, we discuss the factors impacting Accounting teachers’ effective implementation of assessment for learning (AfL) in the classroom and the action on the possible solutions in dealing with the impeding factors. AfL is considered a critical requirement for Accounting teachers and, if implemented effectively, improves the quality of learning. However, factors such as deficient subject and pedagogical content knowledge, inadequate assessment literacy and a lack of effective feedback have a significant impact on the effective implementation of AfL. Critical pedagogy framed the study theoretically and interrogated the factors impacting Accounting teachers in implementing AfL in the classroom and created an environment wherein teachers may share best practices relating to the administration of tasks. The qualitative research approach was utilised as a methodology, and Participatory Action Research was used as a research design. Thematic analysis was used to classify, analyse and interpret the data to get in-depth knowledge from the participants, who had to be in possession of a professional teaching qualification in Accounting and actively taught the subject in school for the past five years. The study findings indicate a need to develop and support teachers in implementing AfL to provide opportunities to identify learning gaps and devise scaffolding strategies to assist learners. Accounting teachers were equipped with the knowledge and skills to construct quality AfL tasks to assist the learners in acquiring the necessary expertise, skills and values in the subject.

The bumpy road of assessment for learning during pandemic of COVID-19

A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students’ current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.

Exploring the Implementation of Assessment for Learning in the Asian EFL Context: A Systematic Research Synthesis

While acknowledging the significant impact of Assessment for Learning (hereinafter referred to as AfL) on student learning, the specific factors that either support or impede its integration into daily classroom practices remain unclear in Asian EFL context. To address this gap, a comprehensive review was undertaken for the purpose of determining the AfL strategies applied in existing literature and the key factors that influence the effective implementation of AfL within particular contexts. This research synthesis summarized clarification and instruction of learning intentions and goals, teachers’ feedback, peer assessment and self-assessment as main AfL strategies applied in Asian EFL classrooms and detected several key elements concerning teachers, students, assessments, and the overall context that influence the effect of the implementation of AfL. By shedding light on these various aspects, this systematic research synthesis contributes to a more comprehensive understanding of the theoretical and practical considerations involved in the implementation of AfL.

Teachers' Perspectives towards the Implementation of Assessment for Learning at University Level

Assessment for learning (AFL) is an approach to teaching and learning that creates feedback to improve students' performance. Students become more involved in the learning process and gain confidence in what they are expected to learn and to what standard. The present study is a quantitative study that aims to investigate university EFL teachers' perspectives of assessment for learning approach and identify the challenges teachers face when implementing AfL. Also, three research questions are addressed: (1) To what extent do English language teachers use assessment for learning in their classes? (2) What are the teachers' perspectives on Assessment for Learning in developing EFL learning? And (3) What challenges do EFL teachers face when implementing AFL? &#x0D; To answer the research questions, the study used a 25-item questionnaire (Modified of Colby, D. C. 2010). The questionnaire was distributed to 102 EFL teachers at three public universities in Erbil: Salahaddin (55 teachers), Soran (34 teachers) and Koya Universities (13 teachers).&#x0D; The data was analyzed using SPSS Software. Despite some varied challenges and difficulties EFL teachers face in implementing the AfL approach in the classes, generally, the results show that university teachers have a positive perspective toward implementing AfL as a teaching and learning approach. It is recommended that it is necessary to arrange and implement teacher-training sessions and workshops to improve teacher' grasp of the current AFL approach.

Exploring the use of assessment for learning in the mathematics classroom

Assessment for Learning is useful in producing feedback that mathematics teachers may utilise to enhance classroom teaching. In this study, we look at how mathematics teachers in Alexandra Township, South Africa, utilise assessment for learning (AfL) to create a classroom culture that responds to learners' knowledge acquisition. This study used a qualitative technique within an interpretivist paradigm and a case study design. We purposively selected nine Grade 6 primary school mathematics teachers. Data, collected through face-to-face semi-structured interviews, non-participant classroom observation, and documents, was analysed using qualitative data analysis. Results revealed, first, that the participants understand AfL as those activities given in class at the end of the lesson to measure learner understanding. Second, data revealed that the participants depend on textbooks for AfL activities that do not always take learners' contexts into account. Finally, the study revealed AfL challenges because teachers teach mathematics in a language other than the learners' home language. We recommend that in-service teachers attend several assessment developmental workshops to help them focus on pedagogical practices that will improve AfL implementation.

The role of teacher patience in the implementation of assessment for learning (AfL): Vignettes from a writing classroom

This article discusses a qualitative case study on the role of teacher patience in teachers’ implementation of assessment for learning (AfL). The study was conducted in a Chinese university English writing classroom. Data were collected throughout the semester and included the teacher’s reflections and assessment practices, the reflections and interview excerpts of 18 students, and field notes. The study found that teacher patience emerged at times when students failed to meet the teacher’s expectations, and actively conditioned and fortified the teacher’s implementation of AfL. However, in interacting with contextual variables inside and outside the classroom, teacher patience also demonstrated its dynamic features, waning and then recovering, with its mitigated power passively sustaining the teacher’s AfL. This study affirms the importance and acknowledges the complex fluctuation of teacher patience in sustaining AfL. Therefore, it is suggested that training in patience be made a part of teacher education programs so that student teachers could develop the patience needed to grapple with the complexity of teaching during assessment practices and in other teaching settings.

The impact of an assessment for learning teacher professional development program on students’ metacognition

ABSTRACT Assessment for learning (AfL) can facilitate students’ development of metacognition. However, teachers often struggle with the implementation of AfL in their classroom. The dynamic approach can help teachers develop professionally in the complex competency that is AfL. The dynamic approach is based on four principles: (a) addressing the professional needs of teachers, (b) integrating skills, (c) explaining underlying mechanisms, and (d) implementing support and feedback. In this experimental study, we investigated the effect on students’ metacognition of an AfL teacher professional development program for secondary mathematics teachers based on the dynamic approach (n teachers = 47, n students = 803). We found a statistically significant positive effect on students’ ability to predict (d = 0.24) and evaluate (d = 0.22), but not on students’ ability to plan.

HONG KONG AND NEW ZEALAND LEARNING ASSESSMENT SYSTEM (Literature Study and Inspiration for Learning Assessment of Islamic Religious Education in Indonesia)

The learning assessment process is still an interesting discussion theme, especially with the presence of the term AfL (Assessment for Learning) which is a development of the AoL (Assessment of Learning) concept. The purpose of this article is to describe the implementation of AfL in two different regions, Hong Kong and New Zealand with the indication that there are several studies showing that AfL is running well in these two regions. The results of the description are then linked to the context of the assessment of Islamic Religious Education learning in Indonesia today. This research is a literature study with a qualitative model that begins with the search for sources (heuristics), assessment (criticism) and construction. As a result, Hong Kong presents an assessment system in the form of BCA (Basic Competency Assessment) and SBA (School-Based Assessment); while New Zealand implemented several policies to strengthen the implementation of this AfL. When referring to the implementation of AfL in the two regions, Indonesian Islamic Education requires teachers who are prepared and competent in carrying out the assessment. The Islamic Religious Education assessment system is very detailed and clear, but teachers are still not able to apply it.

Implementation of assessment for learning to improve students’ cognitive learning outcomes in the concept of chemical bonding

The purpose of this study is to describe the implementation of Assessment for Learning-based Learning, student activities, improving cognitive learning outcomes, and student responses after applying Assessment for Learning-based education. The type of research is a pre-experimental research design with one group pretest-posttest design. The research subjects were 39 high school students. The Assessment for Learning-based Learning implementation during the first, second and third meetings was very well carried out with 93.6%, 94.9%, and 98.6%, respectively. The students did suitable activities for three meetings by assessing learning principles with 94.9%, 92.9%, and 97.0%. After implementing Assessment for Learning-based Learning, the increase in student learning outcomes was as many as 92.3% of students in the high n-gain category. 7.7% of students in the medium n-gain category and 94.8% passed classical learning completeness. Student responses to Assessment for Learning-based Learning get a good response with a percentage of 89%. In conclusion, Assessment for Learning-based Learning can improve the learning outcomes of 10th grade students on the chemical bonding material.

Implementation of Assessment for Learning in Hong Kong Classrooms

This paper focuses on the 'Assessment for Learning' reform proposal highlighted in a Hong Kong government paper, one of the most important reform proposals that has generated intense debate and a wealth of scholarly work in the Hong Kong education academic community. This paper analyses and compares two articles that also focus on this area to determine how the policy will be implemented in Hong Kong classrooms between 2014 and 2021, and on this basis, it also provides some insights into the future development of the policy.

Exploring the use of writing frames to teach and assess writing in English Additional Language learning in schools

The learning of writing is complex because it requires the development of cognitive and linguistic abilities. Effective teaching and learning of writing demand guided practice. The South African National Curriculum Statement Grades R–12 includes the Curriculum and Assessment Policy Statement (CAPS) for First Additional Language (FAL) teaching and learning. It introduces the use of question-prompt writing frames to learn writing in grade 4. In the second part of the grade 5 year, process writing is introduced as a writing frame that should be used when needed. From grade 7 to grade 12 process writing is implemented as part of the writing lessons. The education department adopted assessment for learning as a teaching and learning approach where feedback provides scaffolded learning. This theoretical paper argues that the writing frames used in the South African curriculum are inadequate to scaffold the learning of writing; furthermore, that the assessment of the writing skills of learners tends to focus on closed skills. The implementation of assessment for learning as an approach to teaching and learning is yet to develop fully to ensure successful scaffolded learning. Additionally, the writing frames introduced limit the teaching of a variety of writing genres and restrict the teaching of writing to western narrative and writing styles. The paper intends to demonstrate that the use of targeted frames appropriate to the writing task and outcome would improve writing learning and assessment.

The Implementation of Learning Assessment During The Covid-19 Pandemic on TK Islam Darussalam Palangkaraya

Learning activities during the covid-19 pandemic cannot be seen directly, so teachers are difficult to see the achievements of learning indicators. The purpose of this study is to find out the implementation of learning assessments and obstacles faced by teachers when conducting learning assessments for B1 group students during the covid-19 pandemic at TK Islam Darussalam Palangka Raya. Describing the implementation of learning assessments and obstacles faced by teachers when conducting learning assessments for B1 group students during the covid-19 pandemic at TK Islam Darussalam Palangka Raya. This study uses descriptive qualitative research method, data subjects numbered 3 people (2 teachers of group B1 and Kelapa TK Islam Darussalam). Data collection techniques using observations, interviews and documentation. The results showed that: 1) Assessment of check-up techniques and works carried out on worksheets and anecdotal record assessments were conducted through face-to-face, online and home visits. Assessment of calistung and ummi using monitoring books. The assessment process can be done well, but it cannot be carried out to the maximum.2) The lack of ability of teachers to use digital technology, online learning is sometimes constrained by network connections, worksheet learning carried out at home causes teachers to be unable to see the process of implementation and achievement of learning indicators and the duration of the learning system face-to-face, online and home visits are relatively short causing information on children's learning activities cannot be obtained to the maximum.

Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing

This paper describes Hong Kong’s borrowing, primarily from the UK, of the assessment for learning policy, in the context of prolonged use of formal summative public examinations. The narrative review and analysis are guided by a social positivist critique of the assessment for learning policy in the Hong Kong context. This paper concludes that Hong Kong’s attempts to implement assessment for learning are ambitious but somewhat futile because of persistent use of public examinations for important decision-making. Change in Hong Kong may only happen through a gradual implementation of assessment for learning practices that takes into account cultural, societal, and historic norms. Critical issues are identified and recommendations are proposed for further implementation of assessment for learning in Hong Kong.

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.