Evaluating a Large-Scale Implementation of Assessment for Learning in Sweden

Autor/inn/en	Jonsson, Anders; Lundahl, Christian; Holmgren, Anders
Titel	Evaluating a Large-Scale Implementation of Assessment for Learning in Sweden
Quelle	In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 1, S.104-121 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2014.970612
Schlagwörter	Foreign Countries; Program Implementation; Educational Research; Instructional Innovation; Best Practices; Classroom Techniques; Educational Practices; Teacher Effectiveness; Faculty Development; Improvement Programs; Evaluation; Educational Principles; Communities of Practice; Program Effectiveness; Program Evaluation; Formative Evaluation; Evaluation Utilization; Feedback (Response); Secondary School Teachers; Questionnaires; Student Surveys; Teacher Surveys; Teacher Evaluation; Likert Scales; Educational Change; Educational Strategies; Student Improvement; Academic Achievement; Participant Satisfaction; Sweden + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Educational Innovation; Bildungsinnovation; Klassenführung; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Effizienzsteigerung; Evaluierung; Bildungsprinzip; Community; Programme evaluation; Programmevaluation; Fragebogen; Schülerbefragung; Teacher appraisal; Lehrerbeurteilung; Likert-Skala; Bildungsreform; Lehrstrategie; Schulleistung; Schweden
Abstract	This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers' professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and "Teacher Learning Communities" were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers' pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01