Use Of Assessment For Learning Research Articles

Translating assessment for learning to work in groups of students with intellectual disabilities

ABSTRACT The potential of using Assessment for Learning (AfL) is well established, but studies of AfL practice in groups of students with intellectual disabilities (ID) are rare. The respondents in this study were assistants and teachers working in compulsory school for students with ID. In a two-year project they had worked with translating five AfL key strategies (KSs) to fit their context. The study aimed at exploring this translation to depict the use of AfL KSs in the classes of students with ID and reveal opportunities and challenges. The AfL KSs were used to structure interviews and classroom observations, and an ensuing thematic data analysis. The overall conclusion confirms the potential of using AfL in this context. Three themes depict the overall use of AfL: a whole-class focus, a team approach, and the integrated use of the AfL KSs. Various themes characterise the implementation of each KS, and the opportunities and challenges. The findings implicate benefits for the students, and advantages as well as concerns for the staff. The findings are expected to be of value inside and outside the study’s context. The study demonstrates how contextual variation can contribute to new insights and questions for the AfL research field.

ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: THE ROLE OF ASSESSMENT FOR LEARNING, CLASSROOM MANAGEMENT, AND TEACHER-STUDENT RELATIONSHIPS

This study explored how assessment for learning, classroom management strategies, and teacher-student relationships predict students' academic achievement in Basic Science among students in Enugu State. The correlational survey design was employed in the study. The population of the study comprised 21,989 JSS III Basic Science students for the 2022/2023 academic session in public secondary schools. A sample of 400 students determined using Taro Yamen's (1967) formula and drawn through a multi-stage sampling procedure was used for the study. Data was collected using the Assessment Quality Enhancement Scale (AQES) and the Basic Science Academic Achievement Proforma (BSAAP). The internal consistency of the AQES was determined using Cronbach's Alpha reliability method, yielding a reliability estimate of 0.84. The BSAAP, on the other hand, collected existing academic achievement scores of sampled students in Basic Science from their 1st and 2nd term results for the 2022/2023 academic session. Data was analyzed using regression analysis. Results revealed significant predictive relationships between teachers' use of assessment for learning, classroom management approaches, teacher-student relationships, and students' academic performance in Basic Science. Specifically, the correlation coefficients (R) of assessment for learning, classroom management, and teacher-student relationships were 0.53, 0.51, and 0.41, with predictive powers of 28%, 26%, and 16%, respectively. These findings highlight the importance of ongoing teacher professional development, curriculum reform initiatives, and supportive school environments in fostering academic success in Basic Science. The implications of these results underscore the critical role of effective teaching practices and positive teacher-student interactions in enhancing students' academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0258/a.php" alt="Hit counter" /></p>

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

AbstractMany 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.

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Study of the Use of Assessment for Learning and Creative Thinking Skills of High School Students

Study of the Use of Assessment for Learning and Creative Thinking Skills of High School Students

DEVELOPING ASSESSMENT INSTRUMENTS FOR ENGLISH LITERACY IN BLENDED LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS

This research intended to develop assessment instruments for English literacy in blended learning. The study employed survey, observation, interview, and document study as the methods with a questionnaire, observation checklist, interview guide, and school document as the instruments to collect the data framed within RnD design with the 4D model by Thiagarajan et al. The developed instruments were categorized as ‘very high validity’ and ‘very good’ for their content validity (1.00) and product quality (96% and 98%) by the two judges. It indicates that assessment of learning, assessment for learning, and assessment as learning combined with authentic materials are necessary to improve the learning process as well as the students’ English literacy skills. It also implies that English teachers need to highlight the use of assessment for learning and assessment as learning since those assessments lack attention previously.

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.

Enacting assessment for learning in the induction phase of physical education teaching

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

Assessment for Learning: Changes in the Role of Assessment in Learning

The purpose of this research is to describe the state of assessment for learning (AfL) in science learning. The research was conducted in February 2021. This research was conducted with a descriptive method using data collection techniques, namely a survey via google form. Before the instrument is used, calibration and testing are carried out and the test results of all items are declared valid and reliable. The results showed that the teacher agreed to the use of Assessment for Learning (AfL) in science learning, which could activate the learning process and accelerate the achievement of goals. In addition to the use of Assessment for Learning (AfL) in science learning, teachers also answered effectively in developing students' literacy skills according to subject coverage. Assesment for Learning (AfL) provides an overview of how students learn and achieve learning goals effectively that can be reported to students' parents. The obstacle in implementing assessment for learning (AfL) is that teachers still find it difficult to compile and develop assessment-based learning designs that are in accordance with process standards, so that most of these teachers adopt learning designs that are already available from various sources, so that the role of assessment is not yet a an integral part of the teaching and learning process.

Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

Assessment reform in Indonesia: contextual barriers and opportunities for implementation

ABSTRACT This paper seeks to understand the contextual influences that were considered important for shaping teachers’ use of Assessment for Learning (AfL). Using the micro, meso and macro-level contextual framework, the content analysis of teachers’ propositions drawn from semi-structured interviews and three group discussions unveiled both internal and external-to-school factors. Internally, the factors were associated with the students, teachers, resources at school and admission issues. A lack of ongoing involvement and support from the government and parents was mentioned as an external determinant. Besides considering these influences as barriers to innovation, teachers reported some potential opportunities that enabled them to perform assessment innovation, but evidence for the barriers outweighed the opportunities, which led to the perception that the reform was difficult to carry out. This implies that teachers’ approach to the AfL initiatives would rely heavily on the shallow approach of implementation. The study recommends that the incremental approach to reform implementation and sustainable professional development would need to be promoted to address the implementation barriers.

Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education

The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in different contexts within PETE. Nine students attending a Swedish PETE programme participated in the study. The empirical material was collected through one seminar and two group interviews at the university, as well as through nine individual interviews based on lesson observations at different school placements. Our findings highlight five recontextualising rules, which indicate that: (1) the task of integrating assessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessment and grading constrains the use of AfL; (3) a lack of critical engagement with physical education teaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and (5) the framing of the school placements determines how AfL can be used. As a consequence of these rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfL as correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is that increased collaboration between teacher educators and cooperating teachers in schools can help strengthen PETE’s influence on school physical education.

Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement

ABSTRACT Background: Despite the consensus regarding the value of school placement experiences for primary pre-service teachers (PSTs) in teacher education programmes, challenges remain in PSTs’ ability to transfer the knowledge gained on assessment for learning (AfL) in their initial teacher education (ITE) programmes to the reality of the primary classroom. Furthermore, although there has been a significant growth of interest in assessment literacy and how this can impact teachers’ use of AfL to enhance teaching and support student learning, there has been no research relating to primary PSTs’ assessment literacy in enacting AfL in physical education. Purpose: The purpose of this study was to examine the extent that primary PSTs demonstrate assessment literacy in their enactment of AfL while teaching physical education during school placement. Methods: Participants included the teacher educator as researcher and four PSTs who were completing a two-year Professional Masters of Education in primary education to qualify as primary teachers. Using a longitudinal action research approach, the teacher educator generated data through participant observer field notes, primary PST reflective journals and individual primary PST interviews. The approach to data analysis involved data reduction, data display and conclusion drawing. Verification took place after each phase using inductive and deductive data analysis, thematic data analysis and constant comparative analysis. Findings: The use of teacher educator modelling, mentoring, and scaffolding with primary school students, during upskill sessions and in-situ during the PST school placements, enhanced the PSTs’ assessment literacy in the enactment of AfL in primary physical education to a greater extent than when implemented during the module with their PST peers. However, while greater student autonomy, more effective planning, and connections between curriculum, pedagogy and assessment were evident, AfL strategies such as self- and peer-assessment were not as evident in PSTs’ overall assessment literacy. Conclusions: The teacher educators’ role in modelling and mentoring PSTs on school placement made a significant impact on PSTs’ delivery of AfL. Based on the findings of this study, opportunities for PSTs to practice AfL with primary school students during the physical education module developed higher levels of assessment literacy for PSTs during school placement than was facilitated through theoretical discussion and content. This paper highlights the difficulties in developing PST critical engagement with assessment data and the rationale for PST reluctance around enacting self- and peer-assessment. While student relational dynamics could have impacted on this, it could be concluded that such AfL strategies require time to practice and develop. In addition, the duration of each block of school placement may not have facilitated PSTs with adequate time to implement peer and self-assessment.

Teachers’ Conceptions of Assessment for Learning: What are the Implications for Children?

Abstract This paper describes a multi-case study which linked conceptions and practices of assessment for learning to developing learner autonomy within UK primary mathematics classrooms. The project explored the use of assessment for learning in mathematics lessons with Year 5 (9–10 years old) children and their teachers. Four cases were studied in depth to understand how conceptions and practices impacted upon autonomy and control for teachers and learners. A typology of assessment for learning in mathematics is proposed, along with what this might mean for both teachers and learners in terms of the balance between control and autonomy. One case in particular, that of teacher Alex, is highlighted as it exemplified the expert teacher through the conceptions and use of assessment for learning, which led to the children becoming expert learners of mathematics. The class ethos was one of value for personal autonomy. Responsibility and control of learning was a shared endeavour within a community of learners. Community in this respect was broadened to include the environment and resources within the classroom and so demonstrated learners working within an expert classroom. This article was developed from a paper first presented at the ICME 13 conference (O’Shea, 2016).

Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman

The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.

Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman

The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.

Assessment <i>for</i> Learning: Conceptualisation and Implementation among High School Teachers in Saudi Arabia

The use of assessment for learning as a philosophical framework for assessment reforms in many educational institutions gained significant prominence in the last two decades due to its strong theoretical and empirical support. However, reports showed it has not gained significant traction in terms of influencing and changing teachers’ practices due to many factors. This paper intends to explore the issues associated with its implementation in Saudi context. A survey was implemented with 30 high school teachers and a follow up interview of three teachers was conducted. Results showed that teachers have high understanding of AfL concepts but their assessment knowledge is not translated to their actual assessment practices. Their practices remain to be summative in nature due to some factors that prevent them from applying effective AfL strategies. These results have significant implications for developing professional development programs that will support teachers to operationalise their assessment knowledge into actual practice and for articulating policies that will provide enabling mechanisms for teachers to implement AfL strategies.

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.

Transformative assessment in physical education

This article focuses on assessment processes in the school subject of physical education (PE). Inspired by Torrance, the overarching research question is: ‘What might assessment involve if it focuses on the development and identification of collective understanding, collaboratively produced through educational experiences?’ The purpose of the study is to illustrate what characterises transformative assessment and show how it can be addressed in PE practice. A combination of group interviews with teachers, lesson observations and individual interviews with students and teachers was used to gather the empirical material. The analysis was based on three aspects of transformative assessment: responsibilisation; subjectification; and collaboration. Three empirical illustrations show what transformative assessment might involve in relation to learning tasks such as: the training log; the group choreography; and the case of exercise physiology. The views presented in this article contribute to the knowledge about the field in the following ways. First, the illustrations show that the ‘whats’, ‘hows’, ‘whoms’ and ‘whys’ in the assessment practice are often negotiable, which prevents a simplified understanding of the four aspects of assessment literacy: comprehension; application; interpretation; and critical engagement. Second, the notion of transformative assessment could hinder a reductive use of assessment for learning and promote collaborative learning and social justice in today’s heterogeneous PE practices.

Teachers' views on the use of assessment for learning and data-based decision making in classroom practice

This paper focuses on classroom assessments, assessment for learning (AfL), and data-based decision making (DBDM) in Dutch secondary education, as well as on prerequisites for implementing AfL and DBDM. Results show that although teachers use various kinds of classroom assessments, such as paper-and-pencil tests and asking students questions, AfL and DBDM have not yet been integrated into teacher practice. Teachers indicated that they conduct peer and self-assessment in only 10% – 25% of their lessons, and use data for instruction in only 25% – 50% of their lessons. A positive attitude towards AfL and DBDM was considered crucial.