The development of shared understandings of assessment policy: travelling between global and local contexts

Adie, Lenore

doi:10.1080/02680939.2013.853101

Cited by 18 publications

(4 citation statements)

References 20 publications

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“…The globalization process enables overarching neoliberal policy frameworks to inform local-level school practice (Adie, 2014; Camphuijsen et al , 2021). For example, Trujillo’s (2014) analysis of an intermediary educational organization illustrates how local practitioners respond to the applied logics of neoliberalism transferred through the globalization process in education (Burch, 2006; Klees, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Socially distributed leadership in elementary schools: teacher and staff leadership practice in Denmark and the USA

Modeste

Nguyen

Nafziger

et al. 2021

JEA

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PurposeThe purpose of this study is to examine the nature of socially distributed leadership in Denmark and the USA, specifically teacher and staff leadership practices distributed in schools.Design/methodology/approachThis study used a confirmatory factor analysis and a second-order factor analysis to examine elementary USA and 0–9 Danish school educators’ responses to the Comprehensive Assessment of Leadership for Learning.FindingsFindings from this analysis of leadership practice demonstrate (1) different approaches to teacher and staff leadership in Denmark and the USA; (2) the importance of a collaborative approach to developing and maintaining professional learning communities in schools in both contexts; and (3) different patterns of leadership practice that broadly reflect the local structure and approach to school leadership while responding to external policy demands.Originality/valueDrawing on the globalization scholarship, which acknowledges the connection between global policy development and local spaces of implementation, this comparative international study allowed us to examine how policy ideas are parlayed into practice through the use of a shared assessment of leadership practice. The results of this study suggest that while the work of teacher and staff leadership is important and something that educators in Denmark and the USA are engaging in to advance the overall instructional mission of their schools, the approaches taken in each context are different and reflect a local-level negotiation between contextual cultural norms and policy expectations.

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Section: Literature Reviewmentioning

confidence: 99%

Socially distributed leadership in elementary schools: teacher and staff leadership practice in Denmark and the USA

Modeste

Nguyen

Nafziger

et al. 2021

JEA

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“…la plupart des recherches empiriques récentes évaluant l'impact de la modération sociale s'accordent sur les limites de cette approche (adie, 2014 ;adie et al, 2012 ;Mottiez lopez & Pasquini, 2017). la modération sociale est un processus long et fastidieux dont l'effet est parfois limité sur les pratiques enseignantes.…”

Section: Limitesunclassified

Modération statistique et modération sociale des résultats scolaires : approches opposées ou complémentaires ?

Laveault

Yerly

2018

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La modération des résultats d’évaluation est une pratique devenue courante dans de nombreux systèmes éducatifs. Ses buts sont de renforcer l’équité des résultats entre les élèves et/ou leur comparabilité lorsque l’évaluation sert à certifier ou à sélectionner les élèves. Selon les contextes, différentes méthodes sont appliquées. Deux approches sont présentées : la modération statistique et la modération sociale. La première consiste de manière générale en une transformation statistique des résultats des élèves à l’aide d’une épreuve de calibration. La seconde est une démarche de travail collaboratif et de développement professionnel qui amène les enseignants à construire collectivement des pratiques communes d’évaluation à l’aide de standards. Cet article propose une réflexion théorique qui permet une description de ces deux approches (différentes méthodes, apports et limites) afin de les comparer. Son apport est d’actualiser cette comparaison et de dégager quels en sont les enjeux pour les différents acteurs du système scolaire. Un certain nombre de recommandations liées à leurs conditions d’utilisation sont envisagées en conclusion.

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“…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. Yet it is only when policy users interact with policy by negotiating understandings and practices (Adie, 2014) that implementation can occur. Ozga and Jones (2006) support this view by arguing that educational policies need to be adapted to local contexts if their impact is to go beyond superficial adoption.…”

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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The development of shared understandings of assessment policy: travelling between global and local contexts

Cited by 18 publications

References 20 publications

Socially distributed leadership in elementary schools: teacher and staff leadership practice in Denmark and the USA

Socially distributed leadership in elementary schools: teacher and staff leadership practice in Denmark and the USA

Modération statistique et modération sociale des résultats scolaires : approches opposées ou complémentaires ?

Sustaining assessment for learning by valuing partnerships and networks

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