International Trends in the Implementation of Assessment for Learning: Implications for Policy and Practice

Autor/inn/en	Birenbaum, Menucha; DeLuca, Christopher; Earl, Lorna; Heritage, Margaret; Klenowski, Val; Looney, Anne; Smith, Kari; Timperley, Helen; Volante, Louis; Wyatt-Smith, Claire
Titel	International Trends in the Implementation of Assessment for Learning: Implications for Policy and Practice
Quelle	In: Policy Futures in Education, 13 (2015) 1, S.117-140 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210314566733
Schlagwörter	International Education; Trend Analysis; Educational Practices; Educational Policy; Educational Development; Educational History; Systems Analysis; Summative Evaluation; Comparative Education; Educational Change; Educational Assessment; Profiles; Foreign Countries; Program Implementation; Australia; Canada; Ireland; Israel; New Zealand; Norway; United States + Suchen Sie Ihr Suchwort? Internationale Erziehung; Trendanalyse; Bildungspraxis; Politics of education; Bildungspolitik; Bildungsentwicklung; History of education; Bildungsgeschichte; System analysis; Systemanalyse; Vergleichende Erziehungswissenschaft; Bildungsreform; Education; assessment; Bewertungssystem; Charakterisierung; Profilanalyse; Ausland; Australien; Kanada; Irland; Neuseeland; Norwegen; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01