Introduction

Hargreaves, Andy; Lieberman, Ann; Fullan, Michael; Hopkins, David L.

doi:10.1007/978-94-011-4944-0_1

Cited by 58 publications

(79 citation statements)

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“…AifL has consistently presented itself as a learning programme but is, in many ways, only really beginning to learn what that means as the programme grows. Initially the idea of a learning programme was intended to recognize the interdependence of all involved, to signify a shift in thinking away from previous models of innovation, where policy-makers, at times with researchers and occasionally with selected practitioners, developed policy and where practitioners learned about it (Hargreaves & Fullan, 1992). Instead, the learning programme represented an approach in which positive change was perceived to be possible only when researchers, policy-makers and practitioners combined their own knowledge, skills and insights to tackle assessment issues.…”

Section: Learning While Growingmentioning

confidence: 99%

The journey so far: assessment for learning in Scotland

Hutchinson

Hayward

2005

The Curriculum Journal

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This article takes the form of a case-study, outlining the progress of policy and practice in Scotland towards the introduction of Assessment for Learning in pre-school and schools for children aged 3-14. The period described comprises the launch of 5-14 curriculum and assessment guidelines in the early 1990s, a review and consultation on assessment in pre-school and 5-14 by HM Inspectorate of Schools, the recent assessment development programme, Assessment is for Learning (AifL), initiated in 2002, and the publication by the Scottish Executive Education Department (SEED) of a set of curriculum and assessment policy documents for education 3-18 in November 2004.The assessment guidelines published in 1991 put considerable emphasis on professional practice in assessment as part of learning and teaching, promoting what would now be recognized as 'assessment for learning'. However, curriculum guidelines for English language and mathematics and new arrangements for national testing in reading, writing and mathematics were published at the same time. These commanded considerable professional and public attention, so that curriculum content and measurement of attainment levels, rather than the quality of assessment practice in classrooms, became the main focus of schools' planning and action. The increasing emphasis on standards, target-setting and accountability in the mid-to late 1990s ensured that measurement, rather than assessment for learning, remained the main priority.Recognition on the part of ministers that assessment and testing arrangements were not working well for learners, teachers or policy-makers led to the 1999 review and consultation. This once again asserted the importance for learning and achievement of good professional practice in classroom assessment. At the same time, the emphasis in policy more generally was shifting towards establishing a culture of self-evaluation in local authorities and schools. The Assessment is for Learning development programme has sought to bring together these various threads in a coherent national system of assessment. It aims to promote excellence in professional assessment practice, the primacy of teachers' judgements and sound arrangements for local quality assurance of those judgements, to ensure consistency. For national monitoring of attainment, there will be a cycle of sample surveys rather than a collection of data for all schools and pupils. The programme has also sought to take account of research on the management of change to ensure that the new system is developed collaboratively with stakeholders and put into effect in all Scottish schools.

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Section: Learning While Growingmentioning

confidence: 99%

The journey so far: assessment for learning in Scotland

Hutchinson

Hayward

2005

The Curriculum Journal

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“…Teachers are more likely to support and invest in these changes if they acknowledge and subscribe to the educational value of the new learning approach, internalise and support the innovation, and are empowered to assume ownership of it. They are more likely to do so, when it is clear to them how the innovations helps solve concrete problems that they have to cope with themselves in their everyday practise (Hargreaves et al, 1998;van Veen et al, 2005). In many educational innovations that involve the use of a portfolio, attention tends to be focused on the portfolio as a technical instrument and less attention is being paid to the problems it is supposed to solve or the new possibilities it may generate.…”

Section: Peoplementioning

confidence: 97%

Factors Influencing the Successful Introduction of Portfolios

Tartwijk

Driessen

Vleuten

et al. 2007

Quality in Higher Education

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Factors influencing the successful introduction of portfolios are described. A portfolio is a purposeful collection of all kinds of documents and other artefacts that together give an impression of how tasks were fulfilled and how competence has developed. A portfolio can also contain reflections and plans for future development. Although portfolios are often promoted as valuable instruments in innovative educational practices, the introduction of portfolios in everyday education often leads to disappointment. Factors that influence the success of the introduction of portfolios are the match between the purpose of using a portfolio and the portfolio content and structure; the educational configuration in which the portfolio is introduced; the support of teachers, students and educational leaders; and the availability of an adequate infrastructure.

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“…Again, Anwaruddin and Pervin (2015) have argued educational stakeholders have been pondering the question of how teachers learn and develop as professionals. They argue further that Hargreaves and Fullan (1992) provide a three-approach which could address the question in relation to teacher development. The approaches include knowledge and skill development, ecological change, as well as self-understanding.…”

Section: Introductionmentioning

confidence: 99%

Arabic Language Teachers’ Engagement with Published Educational Research in Kuwait’s Secondary Schools

Alhumidi

Uba

2017

IJHE

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This study investigates Arabic language teachers' engagement with published educational research in Kuwait's secondary schools. The study employs 170 participants across six educational regions in the country by using a quota sampling strategy. It used a questionnaire in eliciting their engagement with published educational research. The data were analysed by using simple percentage to describe the scenarios of their engagement with the published educational research. The results show that there is a lack of encouragement and support by their institutions in relation to teachers' engagement with published educational research. It also indicates that the findings of the study do not relate to their practical teaching.This study recommends that there should be raising of awareness of the teachers on the importance of published educational research. Researchers should be cognizant of the needs of teachers and important roles that teachers could play in the implementation of the findings of the research. It also suggests the development of teachers' capacity-building such as teachers' research literacy. This could assist teachers to develop their reading and writing, as well as engaging with published educational research. Again, the study advocates the development of organisational cultures which could support teachers' engagement with research. This might help in developing teachers' professional development in relation to their engagement with published educational research.

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Introduction

Cited by 58 publications

References 0 publications

The journey so far: assessment for learning in Scotland

The journey so far: assessment for learning in Scotland

Factors Influencing the Successful Introduction of Portfolios

Arabic Language Teachers’ Engagement with Published Educational Research in Kuwait’s Secondary Schools

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