By Dany Laveault, Linda Allal
This ebook offers new views on review for studying (AfL), at the demanding situations encountered in its implementation, and at the assorted methods of assembly those demanding situations. It brings jointly contributions from authors operating in a variety of academic contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the U.S.. It displays the problems, thoughts, and significant 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 idea of evaluation for studying, first and foremost formulated in 1999 by way of the evaluate Reform staff within the uk, has encouraged new methods of conceiving and training school room evaluate in schooling structures world wide. This e-book examines overview for studying in a wide point of view which include varied techniques to formative evaluation (some emphasizing instructor intervention, others scholar involvement in assessment), in addition to a few varieties of summative review designed to help pupil studying. the point of interest is on evaluate in K-12 school rooms and at the carrying on with expert studying of lecturers and faculty leaders operating with those classrooms.
Readers of this quantity will stumble upon good documented money owed of AfL implementation throughout a wide spectrum of stipulations in numerous nations and thereby collect larger figuring out of the demanding situations that emerge within the transition from idea and coverage to school room perform. they're going to additionally find a wealth of rules for imposing evaluation for studying in an efficient and sustainable manner. The chapters are grouped in 3 elements: (1) review coverage Enactment in schooling platforms; (2) specialist improvement and Collaborative studying approximately overview; (3) evaluation tradition and the Co-Regulation of studying. An creation to every half presents an outline and provides the feedback and proposals formulated within the chapters.
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Extra resources for Assessment for Learning: Meeting the Challenge of Implementation
Educational Measurement: Issues and practice, 28(3), 5–13. Ramaprasad, A. (1983). On the deﬁnition of feedback. Behavioral Science, 28, 4–13. 18 D. Laveault and L. , & Kahn, S. (2003). Les compétences à l’école. Bruxelles: De Boeck. Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144. Shepard, L. (2005, October). Formative assessment: Caveat emptor. Paper presented at the Educational Testing Service Invitational Conference, New York, USA.
The follow-up on students’ results may be the responsibility of single teachers working with one or more students, or of teachers and other professionals working collaboratively. Decisions may be targeted at the whole school or at an entire classroom—as in interim assessment (Perie et al. 2009)—or at individual students’ learning. While assessment may take a variety of forms, not all forms of assessment correspond to the goals of AfL. Some forms of assessment are much better adapted to the aim of AfL or can be used in a much more relevant and powerful way than others.
Some of them are already showing promising results. 1 Policy Implementation: Still Much to Be Learned The manner in which policy is enacted is essential to a successful AfL implementation. Trochim (2009) deﬁned evaluation policies as ‘any rule or principle that a group or organization uses to guide its decision and actions when doing evaluation’ (p. 16). These principles or rules are often disseminated as ‘ofﬁcial texts articulating the intentions of central authorities to guide the actions of participants’ (Ben Jaafar and Anderson 2007, p.
Assessment for Learning: Meeting the Challenge of Implementation by Dany Laveault, Linda Allal