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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’.
Notes
1 The teacher grouping variables were as follows: teacher nationality, gender, levels of experience of teaching in general and levels of experience within the current school/college, age of students taught and subject taught.
Additional information
Notes on contributors
Paul Warwick
Paul Warwick is a senior lecturer at the Faculty of Education, University of Cambridge; he works extensively with initial teacher education students.
Stuart Shaw
Stuart Shaw works for Cambridge Assessment, where he leads a research team in the area of mainstream international examinations.
Martin Johnson
Martin Johnson's work at Cambridge Assessment includes educational assessment research project management, and assessment tool development and evaluation.