By Dany Laveault, Linda Allal
This ebook presents new views on evaluate for studying (AfL), at the demanding situations encountered in its implementation, and at the various methods of assembly those demanding situations. It brings jointly contributions from authors operating in quite a lot of academic contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the USA. It displays the problems, suggestions, and important reflections which are rising in an increasing foreign community of researchers, specialist improvement companies, and coverage makers, all of whom paintings heavily with school room academics and faculty leaders to enhance the overview of scholar learning.
The proposal of evaluation for studying, before everything formulated in 1999 through the overview Reform team within the uk, has encouraged new methods of conceiving and practising school room evaluate in schooling structures worldwide. This publication examines overview for studying in a huge viewpoint inclusive of diversified ways to formative overview (some emphasizing instructor intervention, others pupil involvement in assessment), in addition to a few varieties of summative evaluation designed to aid scholar studying. the point of interest is on evaluate in K-12 school rooms and at the carrying on with expert studying of academics and faculty leaders operating with those classrooms.
Readers of this quantity will come upon good documented debts of AfL implementation throughout a wide spectrum of stipulations in several nations and thereby collect higher realizing of the demanding situations that emerge within the transition from idea and coverage to school room perform. they'll additionally find a wealth of principles for imposing evaluate for studying in a good and sustainable manner. The chapters are grouped in 3 elements: (1) review coverage Enactment in schooling platforms; (2) specialist improvement and Collaborative studying approximately evaluate; (3) evaluate tradition and the Co-Regulation of studying. An creation to every half offers an outline and provides the feedback and proposals formulated within the chapters.
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Additional resources for Assessment for Learning: Meeting the Challenge of Implementation
Common policy challenges. Paris: OECD. pdf. Accessed September 20, 2014. Organisation for Economic Co-operation and Development (OECD). (2013). Synergies for better learning. An international perspective on evaluation and assessment. Paris: OECD. pdf. Accessed July 23, 2015. , & Gong, B. (2009). Moving toward a comprehensive assessment system: A framework for considering interim assessment. Educational Measurement: Issues and practice, 28(3), 5–13. Ramaprasad, A. (1983). On the deﬁnition of feedback.
Depth of learning, which can be assessed by gathering information on activities at different levels of complexity; 2. Autonomy of learning, which requires that assessments be collected in contexts where there is more or less guidance or support of student learning; 3. Transfer of learning, which requires assessment information collected in a variety of contexts to determine if learning generalizes to different and/or novel situations. Whether ﬁne-grained or large-grained, AfL should consider the distal or proximal nature of instructional goals.
1 depicts the functions of ‘classroom assessment’ as developed and implemented by teachers (Allal 2011). The formative and summative functions appear as two overlapping zones. ‘Assessment for learning’ is shown as encompassing formative assessment but also several aspects of the interface between formative and summative assessment. This interface includes three key practices (indicated by the arrows A, B, C in Fig. 1) that have been observed in research and in professional development activities with teachers.