Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning

DeLuca, Christopher; Luu, King; Sun, Youyi; Klinger, Don A.

doi:10.18296/am.0104

Cited by 45 publications

(14 citation statements)

References 42 publications

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“…A variety of teacher factors have been found to influence the implementation of AfL at classroom level (e.g., Heitink et al, 2016 ; Davison, 2019 ). Some of these factors are intrapersonal factors, including, among other things, teachers' understanding of the relationship between AfL and AoL (e.g., DeLuca et al, 2012 ), teachers' agency (Hopfenbeck et al, 2015 ), and teachers' beliefs about teaching and learning (e.g., Marshall and Drummond, 2006 ; Earl and Timperley, 2014 ; Borg, 2015 ; Gao and Zhang, 2020 ; Sun and Zhang, 2021 ; Wang and Zhang, 2021 ).…”

Section: Review Of the Literaturementioning

confidence: 99%

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

Zhang

Liu

2021

Front. Psychol.

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Student engagement is an important issue in learning and teaching given its positive effects on students' learning outcomes. Assessment for Learning (AfL), an assessment and pedagogic innovation, if done well, can fully engage students in the learning and assessment process. Adopting a multi-case design, the present study explored how Chinese university English as a Foreign Language (EFL) teachers used AfL to facilitate student engagement in their classrooms and what factors influenced their AfL practices. Three EFL teachers were recruited on a voluntary basis from two universities in Northwest China. Data collected from semi-structed interviews, stimulated recall interviews, and classroom observations suggested that teacher participants demonstrated differed assessment practices, representing Assessment of Learning (AoL), convergent, and divergent AfL, respectively. Three factors: teacher assessment literacy, teachers' beliefs about the relationship between goal orientation and motivation, as well as a trusting relationship between teachers and students, were identified as contributing to teachers' different assessment practices. Our study calls for teacher educators' efforts to equip teachers with necessary assessment-related knowledge and skills, encourage teachers to negotiate learning goals with students, and help teachers establish a trusting environment in their classrooms, if AfL is to be fully embedded in classroom instruction.

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Section: Review Of the Literaturementioning

confidence: 99%

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

Zhang

Liu

2021

Front. Psychol.

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“…However, despite provincial policies aimed at assessment for and as learning, several researchers have noticed gaps in the capacity of teachers to implement rigorous assessment for and as learning programs in their classrooms (DeLuca et al., 2012; Klinger et al., 2012). These gaps are attributed to challenges related to teacher professional learning opportunities in assessment, practical barriers (e.g., time, class size, resources), and limited research on the nuances of integrating assessment for learning in diverse classroom contexts.…”

Section: International Profilesmentioning

confidence: 99%

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

Birenbaum

DeLuca

Earl

et al. 2015

Policy Futures in Education

Self Cite

143

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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 AfL and summative forms of assessment within national policy initiatives.

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“…Increasing support has been given to the concept of assessment as learning, which focuses on students reflecting on and monitoring their progress to inform their future learning (OECD, 2013). Nevertheless, several researchers have observed gaps in the capacity of teachers to implement rigorous programs of assessment for and as learning in their classrooms (Antoniou & James, 2014;DeLuca, Luu, Sun, & Klinger, 2012;Scheerens et al, 2012). In the Czech Republic, student performance is assessed by a plethora of instruments, from externally based examinations to ongoing daily formative assessment in the classroom; however, the OECD (2013) pointed out that assessments implemented to date at all levels of education have mirrored the weaknesses of Czech education policy and the low level of expertise in the area of assessment and evaluation in the Czech professional community.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

Seden

Švaříček²

2018

CEPSj

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Evidence shows that teachers’ beliefs about the purpose of assessment are relevant with regard to how assessment is planned and implemented in classroom settings. Using a range of data sources, this qualitative interpretive study examined how 10 English as a Foreign Language teachers in Czech lower secondary schools perceived their assessment beliefs (subjective theories) and how these beliefs influenced their assessment practices within the classroom. The findings showed that although the majority of the teachers used a wide range of sources to construct their subjective theories of assessment, most of their assessment practices are still based on old-fashioned routines and in contradiction of previous research findings. An analysis of the importance of assessment practices revealed that grading, testing, questioning, and verbal feedback were used often, while self-, peer, written, and portfolio assessments were the least exercised options. Furthermore, the results indicated that the majority of the teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning. The results also suggested that introducingtargeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning.

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Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning

Cited by 45 publications

References 42 publications

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

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

Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

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