Exploring tensions in developing assessment for learning

Mary Webb · Jane Yelka Jones

123 citations0/0 files storedAssessment in Education Principles Policy and Practice

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Student Assessment and Feedback Evaluation of Teaching Practices Educational and Psychological Assessments

Abstract

This paper is based on a study of classroom practice of primary school teachers who were engaged in a programme of professional development to implement formative assessment in their classrooms. The programme sought to develop the skills and expertise of teachers to enable formative assessment to be used to support and improve the learning of students. This study examined changes in practice in these teachers’ classrooms, their students’ learning experiences, pedagogical decision‐making, and the challenges experienced by teachers and students in developing assessment for learning. Activity theory was used as an analytical tool and enabled the identification of important contradictions in the changing system that produced tensions and difficulties but also provided driving forces for change. The development of formative assessment practices was of necessity accompanied by a culture change in the complex classroom systems. For teachers change was characterised as a process of expansive learning that was motivated by a contradiction between the teachers’ beliefs about learning and the existing culture in the classroom. The change in classroom practice was enabled by the formative assessment philosophy and a range of mediating artefacts.

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References

1987Knowledge and Teaching:Foundations of the New Reform 1986Speech Genres and Other Late Essays 1998Assessment and Classroom Learning 1999Self-theories: Their Role in Motivation, Personality, and Development 2001Expansive Learning at Work: Toward an activity theoretical reconceptualization 2010Inside the Black Box: Raising Standards through Classroom Assessment 2009Developing the theory of formative assessment 1975Towards an analysis of discourse : the English used by teachers and pupils

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2018Towards a learning-oriented assessment to improve students’ learning—a critical review of literature 2015Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research 2021Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation 2015Eliciting, Identifying, Interpreting, and Responding to Students’ Ideas: Teacher Candidates’ Growth in Formative Assessment Practices 2014Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies

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