More Than Good Intentions: Policy and Assessment for Learning in Scotland

Spencer, Ernest; Hayward, Louise

doi:10.1007/978-3-319-39211-0_7

Cited by 3 publications

(3 citation statements)

References 14 publications

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Section: Introductionmentioning

confidence: 99%

“…In many countries the goal of assessment is shifting from assessment of learning to assessment for learning (Davison, 2004;Davison & Leung, 2009;Spencer & Hayward, 2016;van der Nest et al, 2018). This shift highlights the crucial purpose of all assessment for individual learners, formative and summative, and suggests that the evaluation of educational provision is to provide evidence and to contribute to the improvement of learning (Brown & Remesal, 2017;Remesal, 2011;Spencer & Hayward, 2016). From the perspective of assessment for learning, the learner takes a pivotal role because it is the learner who does the learning, and the assessment helps teachers not only verify the extent of learning but also select what to teach in the next lesson.…”

Section: Introductionmentioning

confidence: 99%

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Repositioning teachers as assessors:

Namgung

Moate²,

Ruohotie‐Lyhty³

2021

Apples

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The global trend to emphasise assessment for learning brings up the issue of repositioning teachers in assessment. The contemporary curricular policy reforms encourage teachers to take an agentic role in assessment, but multiple dimensions of the environment affect its realisation. Drawing on an ecological approach to teacher agency, this empirical study investigated how Korean secondary English teachers (KSETs) perceive and enact their own teacher agency in assessment within the ecosystem of Korean education. The dataset for the study comprises semi-structured interviews with 15 KSETs. The interview questions involved the main themes such as personal experiences over the life course regarding assessment and professional practice in assessment. The findings from the thematic analysis indicate that past environment like the excessive emphasis on high-stakes standardised testing still affected teacher perception and teacher agency in the present assessment practices directed by a curricular reform, and the incongruence the teachers experienced between past and present environment significantly influenced the enactment of teacher agency. The findings suggest teachers aspire to enact teacher agency regarding assessment through the critical interpretation of their iterative experiences, present affordances, and projective orientation. Aspirations can be compromised, however, through negotiations with the environmental conditions in assessment practice, and teachers struggle to enact teacher agency leading to ecological transformation. This study concludes with practical implications to enhance teacher agency in assessment, theoretical implications regarding the conceptual expansion of the ecological perspective and suggestions for future research.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Repositioning teachers as assessors:

Namgung

Moate²,

Ruohotie‐Lyhty³

2021

Apples

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“…Typically, national educational policies are adopted/formulated at government or Ministry of Education level (e.g., Spencer & Hayward, 2016) with minimal or inadequate engagement by schools-the end users. This common practice of separating the policy makers from the policy users means the policy users have little, if any, understanding of why a policy has been made.…”

Section: Policy Environmentmentioning

confidence: 99%

Sustaining assessment for learning by valuing partnerships and networks

Poskitt¹

2018

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Assessment for learning (AfL) improves student learning and achievement outcomes but, despite its positive effects, sustained implementation has been problematic. An examination of the policy environment, implementation factors that relate particularly to professional learning, and a New Zealand model of AfL, reveal gaps of interdependence at multiple levels. To bridge these gaps and the divide between policy intent and policy use, this article argues that dynamic learning partnerships are necessary to connect and mutually inform policy makers, influencers, and enactors. When all players understand why a policy such as AfL is needed, what it means, how to enact it, and are empowered to contribute, the policy becomes a lived reality. A coordinating alliance, like an Assessment Network, that deliberately connects and fosters relationships across and beyond education may be a means of forging valuable partnerships and networks to sustain assessment for learning.

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Using involvement in moderation to strengthen teachers’ assessment for learning capability

Smaill

2020

Assessment in Education: Principles, Policy & Practice

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More Than Good Intentions: Policy and Assessment for Learning in Scotland

Cited by 3 publications

References 14 publications

Repositioning teachers as assessors:

Repositioning teachers as assessors:

Sustaining assessment for learning by valuing partnerships and networks

Using involvement in moderation to strengthen teachers’ assessment for learning capability

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