Assessment for Learning: Meeting the Challenge of Implementation (The Enabling Power of Assessment Book 4)

"This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters."--Publisher's description Front Matter....Pages i-xxiv Implementing Assessment for Learning: Theoretical and Practical Issues....Pages 1-18 Front Matter....Pages 19-19 Assessment Policy Enactment in Education Systems: A Few Reasons to Be Optimistic....Pages 21-34 Making Meaning of Assessment Policy in Australia Through Teacher Assessment Conversations....Pages 35-53 Effective Enactment of Assessment for Learning and Student Diversity in Australia....Pages 55-73 Formative Assessment Policy and Its Enactment in the Philippines....Pages 75-92 Communication and Collaboration: The Heart of Coherent Policy and Practice in New Zealand Assessment....Pages 93-110 More Than Good Intentions: Policy and Assessment for Learning in Scotland....Pages 111-127 Front Matter....Pages 129-129 Building Capacity: Professional Development and Collaborative Learning About Assessment....Pages 131-143 Implementing Assessment for Learning in Canada: The Challenge of Teacher Professional Development....Pages 145-160 Teachers’ Professional Development in the Context of Collaborative Research: Toward Practices of Collaborative Assessment for Learning in the Classroom....Pages 161-180 Cooperative Learning About Assessment for Learning....Pages 181-197 Developing Assessment for Learning Practice in a School Cluster: Primary and Secondary Teachers Learning Together....Pages 199-217 Implementing High Quality Assessment for Learning: Mapping as a Professional Development Tool for Understanding the What to Learn, Why to Learn It, and How to Learn It ....Pages 219-236 Assessment for Learning: A Framework for Educators’ Professional Growth and Evaluation Cycles....Pages 237-255 Front Matter....Pages 257-257 The Co-Regulation of Student Learning in an Assessment for Learning Culture....Pages 259-273 Assessment Culture Versus Testing Culture: The Impact on Assessment for Learning....Pages 275-292 The Role of Classroom Assessment in Supporting Self-Regulated Learning....Pages 293-309 Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation....Pages 311-326 Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction....Pages 327-343 Supporting Students’ Learning: From Teacher Regulation to Co-Regulation....Pages 345-363 "This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters." -- OhioLink