Mapping Assessment for Learning (AfL) Communities in Schools

Autor/in	Sandvik, Lise Vikan
Titel	Mapping Assessment for Learning (AfL) Communities in Schools
Quelle	In: Assessment Matters, 13 (2019), S.44-70 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-7839
Schlagwörter	Foreign Countries; Formative Evaluation; Feedback (Response); Educational Practices; Teaching Methods; Program Effectiveness; Student Participation; Self Evaluation (Individuals); Teacher Competencies; Communities of Practice; Elementary Secondary Education; Norway + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrkunst; Community; Norwegen
Abstract	This article reports findings from a nationwide research project conducted in Norway to determine the impact of the national programme called Assessment for Learning (AfL, 2010-2014) on school practices and classroom practices when assessment is used as a tool for learning. Based on a conceptual mapping tool developed to analyse AfL communities, the findings indicated that there were four stages in the development of a school's assessment culture. It was found that teachers must become familiar with goals and criteria for a specific period before students are more involved, and before teachers are able to use assessment to adapt learning. At the same time, the goals and criteria appear to be less important when teachers have a strong common understanding of the curriculum and when the students are strongly involved in instruction through self-assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01