Cooperative Learning About Assessment for Learning

Smith, Kari

doi:10.1007/978-3-319-39211-0_11

Cited by 4 publications

(2 citation statements)

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“…The use of these reflective discussions created a rich learning environment for teachers and facilitated collaborative teacher learning (Vangrieken et al, 2015). Also, a team of three teachers working in the same school attending the AfL-TPD program, which stimulated opportunities for feedback and reflection between the meetings on their own teaching practice by using these colleagues as peers (Smith, 2016).…”

Section: Important Design Decisions For Implementing An Afl-tpd Programmentioning

confidence: 99%

“…Most often, the requirement for collaboration is formulated as the need to work with multiple peers or a "community of practice". In our TPD program, a team of three teachers working in the same school attended the AfL-TPD sessions, to stimulate opportunities for feedback and reflection on their own teaching practice between the meetings by using these colleagues as peers (Smith, 2016).…”

Section: Formal and Explicit Use Of Opportunities For Comparison To G...mentioning

confidence: 99%

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Teacher professional development for assessment for learning

Wolterinck-Broekhuis¹

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Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This surveybased study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch secondary schools. Analysis showed no differences between the subjects. Students (N = 685) experienced activities to clarify the learning intentions and success criteria and eliciting evidence on their learning progress regularly (between 50-74% of the lessons). Students hardly ever experienced activities aimed at peer-and self-assessment (less than 25% of the lessons). However, cluster analysis revealed three distinct clusters related to the extent of AfL strategy use students experienced. Overall, we can conclude that AfL is not yet fully integrated into teaching practices. Teachers' skills, knowledge and attitudes required to increase student engagement in AfL practices and strengthen students' self-regulated learning need more attention in future teacher professional development trajectories.

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Section: Important Design Decisions For Implementing An Afl-tpd Programmentioning

confidence: 99%

Section: Formal and Explicit Use Of Opportunities For Comparison To G...mentioning

confidence: 99%