Assessment Matters 14: 2020

Recognising that assessment literacy is a complex construct comprised of knowledge, skills, and dispositions, the authors sought to better understand how teacher candidates develop assessment literacy by focusing on the dispositional construct of approaches to assessment. Teacher candidates’ approaches to classroom assessment were analysed at three points in their preservice programme, and by way of comparison the assessment approaches of co-operating… Read more

The project reported in this article focused on evaluating the use of a preexisting observation schedule to document dimensions of primary teachers’ AfL practice with the intent of using this information to enhance teacher assessment capability. Using the voices of the participant teachers, challenges teachers faced were identified when observing colleagues in relation to noticing and recognising what was significant and thus worthy of note. The article highlights… Read more

Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students’ experiences of the cultural characteristics that are regarded as valuable for their learning. The purpose of this study is to explore and compare students’ experiences of assessment practices in schools with an overt policy of AfL implementation with those of students in schools… Read more

Secondary schools in New Zealand use assessment data for school self-evaluation, but little research has explored exactly how schools are using these data. This case study of selected high schools explored the perspectives of teachers and school leaders whose schools had recently implemented a student assessment tracking and monitoring “traffic light” tool. The results highlight that data use processes led to changes in practice in teachers’ work and… Read more

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school approach to embedding practice that is owned and developed by teachers. The approach outlined in the framework,… Read more

Building capability in assessment for learning is a goal of education systems internationally, though difficult for nations to successfully implement and sustain over time. Evidence about the positive effects of assessment for learning practices on students’ learning and achievement is convincing, but implementation is made difficult by the realities for teachers to balance the multiple demands of pedagogy, curriculum and assessment, differentiated instruction,… Read more