Instructional Rounds as a Professional Learning Model for Systemic Implementation of Assessment for Learning

Autor/inn/en	DeLuca, Christopher; Klinger, Don; Pyper, Jamie; Woods, Judy
Titel	Instructional Rounds as a Professional Learning Model for Systemic Implementation of Assessment for Learning
Quelle	In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 1, S.122-139 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2014.967168
Schlagwörter	Foreign Countries; Faculty Development; Educational Assessment; School Districts; Models; Cooperative Learning; Principals; Teachers; Superintendents; Consultants; Observation; Interviews; Program Effectiveness; Capacity Building; Qualitative Research; Elementary Schools; Secondary Schools; Canada + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; School district; Schulbezirk; Analogiemodell; Kooperatives Lernen; Principal; Schulleiter; Lehrer; Lehrerin; Lehrende; Schulrat; Consultant; Berater; Beobachtung; Interviewing; Interviewtechnik; Qualitative Forschung; Elementary school; Grundschule; Volksschule; Sekundarschule; Kanada
Abstract	The purpose of this research was to examine the implementation of a professional learning project aimed at building educators' knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier "Instructional Rounds" (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers' and principals' conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01