School-Based Professional Learning Community: Empowering Teachers as Assessment Leaders in the Change Context

Chapter

Abstract

India’s Continuous and Comprehensive Evaluation scheme (CCE) seeks to introduce child-centered methods of students’ assessment. Formative assessment is a major plank in this. The article draws upon Vygotsky’s sociocultural theory to analyze and explain the processes of change that have underpinned the development of assessment reform. Case study is used as the research methodology to suggest that creation and regulation of school-based professional learning communities influence teachers’ classroom-based formative assessment practices. It is argued that collaborative efforts of teachers supported by proactive leadership, keeping a consistent focus to change the practices at classroom level empower teachers to become formative assessment leaders.

Keywords

Professional learning community Formative assessment Continuous and comprehensive evaluation Change Collaboration 

References

  1. AfL. (2009). Position paper on assessment for learning. Third international conference on assessment for learning. Retrieved December 21, 2010 from http://www.fairtest.org/position-paper-assessment-learning
  2. Birenbaum, M., Kimron, H., Shilton, H., & Shahaf- Brazilay, R. (2009). Cycles of inquiry: Formative assessment in service of learning in classrooms and in school-based professional learning communities. Studies in Educational Evaluation, 35, 130–149.CrossRefGoogle Scholar
  3. Birenbaum, M., Kimron, H., & Shilton, H. (2011). Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture. Studies in Educational Evaluation, 37, 35–48.CrossRefGoogle Scholar
  4. Central Board of Secondary Education (CBSE). (2014). CBSE CCE Report. India: New-Delhi.Google Scholar
  5. Cizek, G. J. (1995). The big picture in assessment and who ought to have It. Phi Delta Kappa International, 77(3), 246–249.Google Scholar
  6. Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge.Google Scholar
  7. Cuban, L. (1998). How schools change reforms: Redefining reform success and failure. Teachers College Record, 99(3), 453–477.Google Scholar
  8. Dewey, J. (1929). The sources of a science of education. New York: Horace Liveright.Google Scholar
  9. DuFour, R., & Eaker, R. (2002). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Educational Service.Google Scholar
  10. Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53, 393–405.CrossRefGoogle Scholar
  11. Government of India (GOI). (1953). Report of the secondary education commission: Mudaliar commission report. India: Ministry of Education.Google Scholar
  12. GOI. (1970). CABE Committee on examination reforms. Retrieved from http://www.teindia.nic.in/mhrd/50yrsedu/g/T/V/0T0V0E03.htm
  13. GOI. (1986). National policy on education. Ministry of Human Resource Development. Department of Education: India. Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-mod92.pdf
  14. GOI. (1993). Learning without burden. India: Ministry of Human Resource Development. Department of Education.Google Scholar
  15. Heritage, M. (2010). Formative assessment: Making it happen in the classroom. California, USA: Corwin.Google Scholar
  16. Holliday, A. (2007). Doing and writing qualitative research. London, Thousand Oaks, New Delhi: Sage Publications.CrossRefGoogle Scholar
  17. James, M., & Lewis, J. (2012). Assessment in harmony with our understanding of learning: Problems and possibilities. In J. Gardner (Ed.) (2nd ed.), Assessment and Learning (206–229). London: Sage Publictions.Google Scholar
  18. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  19. McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teachers College.Google Scholar
  20. National Concil of Educational Research and Training (NCERT). (2005). National curriculum framework. India: New Delhi.Google Scholar
  21. Nawani, D. (2015). Rethinking assessment in schools. Economic and Political Weekly, L, 3, 37–42.Google Scholar
  22. Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes: Towards a wider conceptual field. Assessment in Education, 5(1), 85–102.CrossRefGoogle Scholar
  23. Priestley, M., & Sime, D. (2005). Formative assessment for all: A whole-school approach to pedagogic change. The Curriculum Journal, 16(4), 475–492.CrossRefGoogle Scholar
  24. Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. New York: Longman.Google Scholar
  25. Shephard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.CrossRefGoogle Scholar
  26. Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.Google Scholar
  27. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258.CrossRefGoogle Scholar
  28. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.Google Scholar
  29. Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246.CrossRefGoogle Scholar
  30. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. USA: Harvard Business School Press.Google Scholar
  31. Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The Future of Assessment: Shaping Teaching and Learning (pp. 53–82). Mahwah: Lawrence Erlbaum Associates.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.Department of EducationLady Irwin College, University of DelhiNew DelhiIndia

Personalised recommendations