Assessment of, for, and as Learning within Schools: Implications for Transforming Classroom Practice

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.