Influence of teachers’ perceptions of teaching and learning on the implementation of Assessment for Learning in inquiry study

Abstract

Assessment for learning is a worldwide initiative. With the aim of learning about the influence of teachers’ attitudes and perceptions of assessment for learning on daily teaching practices, this study investigated the implementation of assessment for learning using rubrics as a tool for inquiry study. Nineteen secondary school teachers using rubrics were interviewed. The findings show that a narrow perspective of rubrics as a tool for current teaching practice limits teachers’ creativity in extending the possibilities of assessment for learning to improve the teaching and learning of inquiry study. The paper draws attention to the influence of teachers’ prior perceptions, and provides suggestions for expanding teachers’ perspectives of assessment for learning and utilising rubrics as an integral element of the teaching and learning of inquiry study.

Keywords:

• teacher beliefs
• inquiry study
• assessment for learning
• rubrics

Notes

1. Secondary schools in Hong Kong are divided into English as medium of instruction schools and Chinese as medium of instruction schools.