Toward a Teacher Professional Learning Continuum in Assessment for Learning

Autor/inn/en	DeLuca, Christopher; Chapman-Chin, Allison; Klinger, Don A.
Titel	Toward a Teacher Professional Learning Continuum in Assessment for Learning
Quelle	In: Educational Assessment, 24 (2019) 4, S.267-285 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2019.1670056
Schlagwörter	Communities of Practice; Assessment Literacy; Classroom Techniques; Formative Evaluation; Concept Formation; Faculty Development; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Adoption (Ideas); Curriculum Implementation; Teacher Competencies; Canada + Suchen Sie Ihr Suchwort? Community; Klassenführung; Concept learning; Begriffsbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Ideas; Ideenfindung; Lehrkunst; Kanada
Abstract	Over the past 15 years, "assessment for learning" (AfL) has emerged as a key area of teacher practice with policy mandates around the world supporting teachers' implementation of the underlying components of this pedagogical approach. While procedural and selective implementation of AfL strategies has been observed within research (i.e., implementing the "letter" of AfL), promoting a "spirit" of AfL appears far more challenging. There is a critical need to better understand how teachers develop AfL capacity within their practice to effectively cultivate a spirit of AfL in their classrooms. The purpose of this study was to describe a learning continuum for teachers' implementation of AfL as based on data from 88 teachers. Specifically, interview and observational data were analyzed to describe five developmental stages demarcating shifts in teachers' conceptual understandings and enacted AfL practices. The resulting learning continuum provides an empirical foundation for responsive teacher education that facilitates teachers' continued learning toward more meaningful AfL implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01