No abstract

This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries. The authors also discuss the implications of these various shifts and the ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives.

No abstract

No abstract

Teachers ( n = 20) and administrators ( n = 18) from two school districts in southern Ontario, Canada, were interviewed with a semistructured format. Employed in both elementary and secondary schools, participants were asked about their understanding and use of assessment of (summative), for (formative), and as (student metacognitive skills) learning. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggest an overemphasis on assessment of learning techniques (i.e., tests, quizzes, projects). Only a minority of educators were using assessment for and as learning on a consistent basis within classrooms and schools. Teachers and school administrators noted a variety of barriers in trying to enact assessment methods that naturally align with assessment as learning (i.e., student self-assessment) within classrooms and schools. The discussion focuses on the implications for transforming classroom practice; it also outlines critical factors necessary to facilitate a balanced assessment approach.