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Assessment for Learning in International Contexts: exploring shared and divergent dimensions in teacher values and practices.

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Title: Assessment for Learning in International Contexts: exploring shared and divergent dimensions in teacher values and practices.
Authors: Warwick, Paul1 (AUTHOR) ptw21@cam.ac.uk, Shaw, Stuart2 (AUTHOR), Johnson, Martin3 (AUTHOR)
Source: Curriculum Journal. Mar2015, Vol. 26 Issue 1, p39-69. 31p. 1 Diagram, 9 Charts, 1 Graph.
Subject Terms: *Learning strategy instruction, *Teacher attitudes, *Teaching methods, *Formative tests, *Comparative education, *Learner autonomy, *Adults, Values (Ethics)
Abstract: The Assessment for Learning in International Contexts (ALIC) project sought to extend knowledge around teachers’ understandings of Assessment for Learning (AfL). Using a modified version of a survey item devised by James and Pedder for use with teachers in England, evidence was gathered about the assessment practices that were highly valued by teachers across international contexts. The extent of congruence between these values and teachers’ reported classroom practices was explored and dimensions of teachers’ assessment practices were derived through factor analysis. While there was considerable congruence across the ALIC cohort of teachers and data sets derived from English teachers, particularly with respect to the items that have positive values–practice gaps, there were some interesting differences. Two components were derived from factor analysis, rather than the three derived by James and Pedder. These components were ‘Making learning explicit and promoting learner autonomy’ and ‘Student control of assessment processes’. [ABSTRACT FROM PUBLISHER]
Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Assessment for Learning in International Contexts: exploring shared and divergent dimensions in teacher values and practices.
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  Data: <searchLink fieldCode="AR" term="%22Warwick%2C+Paul%22">Warwick, Paul</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ptw21@cam.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Shaw%2C+Stuart%22">Shaw, Stuart</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Johnson%2C+Martin%22">Johnson, Martin</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Curriculum+Journal%22">Curriculum Journal</searchLink>. Mar2015, Vol. 26 Issue 1, p39-69. 31p. 1 Diagram, 9 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Learning+strategy+instruction%22">Learning strategy instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+education%22">Comparative education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Values+%28Ethics%29%22">Values (Ethics)</searchLink>
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  Data: The Assessment for Learning in International Contexts (ALIC) project sought to extend knowledge around teachers’ understandings of Assessment for Learning (AfL). Using a modified version of a survey item devised by James and Pedder for use with teachers in England, evidence was gathered about the assessment practices that were highly valued by teachers across international contexts. The extent of congruence between these values and teachers’ reported classroom practices was explored and dimensions of teachers’ assessment practices were derived through factor analysis. While there was considerable congruence across the ALIC cohort of teachers and data sets derived from English teachers, particularly with respect to the items that have positive values–practice gaps, there were some interesting differences. Two components were derived from factor analysis, rather than the three derived by James and Pedder. These components were ‘Making learning explicit and promoting learner autonomy’ and ‘Student control of assessment processes’. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=100577474
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        Value: 10.1080/09585176.2014.975732
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      – Code: eng
        Text: English
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        PageCount: 31
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        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Formative tests
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      – SubjectFull: Comparative education
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      – SubjectFull: Learner autonomy
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      – SubjectFull: Adults
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      – SubjectFull: Values (Ethics)
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      – TitleFull: Assessment for Learning in International Contexts: exploring shared and divergent dimensions in teacher values and practices.
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              Text: Mar2015
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