09 SES 14 B JS, Developing the Assessment Capacity of Teachers and Intending Teachers: Theory and Practice (Part 2)
Joint Symposium NW 09 and NW 10 continued from 09 SES 13 B JS
The Assessment for Learning Audit Instrument (AfLAi) was developed in a research study conducted over a 5-year period using a large national dataset in the Republic of Ireland (Lysaght and O’Leary, 2013). The AfLAi was designed to gauge teachers’ baseline understanding of assessment practices and the extent to which data derived from the instrument could be used to inform teacher professional development. This paper builds on and consolidates this research study by offering a case-study based in two Norwegian schools of the extent to which both the research instrument and the concomitant model of teacher professional development transfer internationally. In keeping with Tsui and Law’s (2007) thesis that globalisation and life-long learning challenge educators to forge partnerships and cross traditional community boundaries, the research employed an activity-systems framework (Engerstom, Engerstom and Karkkain, 1995) that used the AfLAi as a boundary-crossing tool (or shared artefact) in order to engage teachers in collective knowledge generation. Activity theory provided the conceptual frame to examine the social and contextual dynamics between the different constituent groups engaged in the study, in case Irish researchers and Norwegian teachers. As such, the paper speaks to the challenge of creating adaptable instruments that provoke and support innovative and effective approaches to educating teachers about assessment and effective to education teachers. The AfLAi was administered to teachers in two primary schools in the Valer school district of Norway (n=22). Analysis of the schools’ aggregated data revealed significant similarities with the Irish data set that prompted collaboration between the researchers and the teachers over a two year period. During this time reciprocal visits were undertaken by the researchers and the teachers to facilitate a programme of professional development. Data from a second administration of the AfLAI following CPD provides evidence of the extent to which the initiative was effective in developing teachers’ conceptions and practices of assessment and signal key challenges common to both Irish and Norwegian teachers. Of particular note was the extent to which teachers’ values and beliefs about assessment for learning impacted their day to day classroom practice. A major contribution of this paper is that it demonstrates how small and large scale studies can be combined in a way that enriches our understanding of AfL.
Engeström, E., Engeström, R. & Karkkainen M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activity. Learning & Iinstruction, 5, 319-336. Lysaght, Z. & O’Leary, M. (2013). An instrument to audit teachers’ use of assessment for learning. Irish Educational Studies, 32, 217-232. Tsui, A.B.M. & Law, D.Y.K. (2007). Learning as boundary-crossing in school university partnership. Teaching and Teacher Education, 23, 1289-1301.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.