Engaging and Empowering Teachers in Innovative Assessment Practice

  • John Gardner
  • Wynne Harlen
  • Louise Hayward
  • Gordon Stobart
Chapter
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 14)

Abstract

Increased recognition of the important role of assessment in learning has meant that assessment by teachers has taken on new importance in schools and indeed in education systems as a whole. External testing has forced schools to improve their performance and that of their students by striving for externally imposed targets and standards, resulting in a range of negative impacts. Assessment by teachers offers a complementary role to appropriately designed external testing, provided that the teachers involved are engaged and empowered. This chapter reports on the findings of the project entitled Analysis and Review of Innovations in Assessment project (ARIA), which set out to explore various initiatives associated with Assessment for Learning in the four countries of the UK. The project found that many initiatives in developing assessment by teachers are under-designed and there is uncertainty about defining quality in assessment practice. It also identified potentially successful approaches to professional learning and dissemination through a dynamic and complex process that requires commitment from, and empowerment of, teachers and appropriate support from policy-makers, researchers and educational support professionals.

Keywords

Professional Development Professional Learning Assessment Practice External Testing Professional Development Intervention 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Black, P., & Wiliam, D. (2006). Assessment for learning in the classroom. In J. Gardner (Ed.), Assessment and learning (pp. 9–25). London: Sage.Google Scholar
  2. Blanchard, J., Collins, F., & Thorp, J. (2003). Portsmouth assessment for learning project. University of Sussex. Accessed July 22, 2010, from http://www.aaia.org.uk/pdf/Portsmouth%20Assessment%20for%20Learning%20Project.pdf
  3. Condie, R., Livingston, K., & Seagraves, L. (2005). Evaluation of the assessment is for learning programme. Final report. University of Strathclyde: Quality in Education Centre, http://www.scotland.gov.uk/Publications/2005/12/0792641/26428
  4. Council for the Curriculum, Examinations and Assessment (CCEA) (2006). Assessment for learning project: Final report May 2006 council for curriculum, examinations and assessment. Belfast: CCEA Research and Statistics.Google Scholar
  5. Council for the Curriculum, Examinations and Assessment (CCEA) (2007). Assessment for learning for key stages 1 & 2. Council for Curriculum, Examinations and Assessment. Belfast: CCEA. Accessed July 22, 2010, from http://www.nicurriculum.org.uk/docs/assessment_for_learning/training/AfL-Guidance-KS12.pdf
  6. Dadds, M. (1997). Continuing professional development: Nurturing the expert within. British Journal of In-service Education, 23(1), 31–38.CrossRefGoogle Scholar
  7. Department for Children, Education, Lifelong Learning and Skills (DCELLS) (2008). Programme for developing thinking and assessment for learning and the assessment programme for wales: Securing key stage 2 and key stage 3 teacher assessment. Cardiff: Department for Children, Education, Lifelong Learning and Skills.Google Scholar
  8. Department for Children, Schools and Families (2004). Every Child Matters: Change for Children in Schools. London: Department for Children, Schools and Families. Accessed June 28, 2009, from http://www.everychildmatters.gov.uk/_files/07CD1E89BFFA749324DC47F707DD5B7F.pdf
  9. Gardner, J., Harlen, W., Hayward, L., Stobart, G., & Montgomery, M. (2009). Developing teacher assessment. London: McGraw-Hill.Google Scholar
  10. Harlen, W. (2007). Assessment of learning. London: Sage.Google Scholar
  11. Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education, 10(2), 169–208.CrossRefGoogle Scholar
  12. Hayward, L. (2007). Curriculum, assessment and pedagogies in Scotland: The quest for social justice ‘Ah kent yir faither’. Assessment in Education, 14(2), 251–268.CrossRefGoogle Scholar
  13. Hodgen, J., & Marshall, B. (2005). Assessment for learning in mathematics and English: A comparison. The Curriculum Journal, 16(2), 153–176.CrossRefGoogle Scholar
  14. Holmes, B., Gardner, J., & Galanouli, D. (2007). Striking the right chord and sustaining successful professional development in ICT. Journal of In-Service Education, 33(4), 389–404.CrossRefGoogle Scholar
  15. House of Commons (2008). Testing and assessment: Third report of session 2007-08, House of Commons Children, Schools and Families Committee (Vol. 1). Norwich: The Stationery Office.Google Scholar
  16. Hutchinson, C., & Hayward, L. (2005). The journey so far: Assessment for learning in Scotland. The Curriculum Journal, 16(2), 225–248.CrossRefGoogle Scholar
  17. James, M., Black, P., McCormick, R., Pedder, D., & Wiliam, D. (2006). Learning how to learn in classrooms, schools and networks: Aims, design and analysis. Research Papers in Education, 21(2), 101–118.CrossRefGoogle Scholar
  18. James, M., & Pedder, D. (2006). Professional learning as a condition for assessment for learning. In J. Gardner (Ed.), Assessment and learning (pp. 27–43). London: Sage.Google Scholar
  19. Mansell, W. (2007). Education by numbers: The tyranny of testing. London: Politico’s.Google Scholar
  20. Pedder, D., James, M., & MacBeath, J. (2005). How teachers value and practise professional learning. Research Papers in Education, 20(3), 209–243.CrossRefGoogle Scholar
  21. Qualifications and Curriculum Authority (2006). Monitoring pupils’ progress in English at key stage 3 Final report on the 2003-5 pilot. London: Qualifications and Curriculum Authority. Accessed June 20, 2009, from http://www.qca.org.uk/libraryAssets/media/qca-06-2324-monitoring-pupils-progress-research-report.pdf
  22. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.Google Scholar
  23. Stobart, G. (2008). Testing times: The uses and abuses of assessment. Abingdon: Routledge.Google Scholar
  24. Stobart, G., & Stoll, L. (2005). The key stage 3 strategy: What kind of reform is this? Cambridge Journal of Education, 35(2), 225–238.CrossRefGoogle Scholar
  25. US Department of Education. (2002). No Child Left Behind (2002). No Child Left Behind Act. The White House. Accessed July 22, 2010, from http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • John Gardner
    • 1
  • Wynne Harlen
    • 2
  • Louise Hayward
    • 3
  • Gordon Stobart
    • 4
  1. 1.School of Education at Queen’s UniversityBelfastUK
  2. 2.Graduate School of Education, University of BristolBristolEngland, UK
  3. 3.School of Education, Glasgow UniversityGlasgowScotland, UK
  4. 4.Institute of Education, University of LondonLondonEngland, UK

Personalised recommendations