International trends in the implementation of assessment for learning <i>revisited</i>: Implications for policy and practice in a post-COVID world-Reference-Cited by-同舟云学术

International trends in the implementation of assessment for learning revisited: Implications for policy and practice in a post-COVID world

Published:2024-05-22 Issue: Volume: Page:
ISSN:1478-2103
Container-title:Policy Futures in Education
language:en
Short-container-title:Policy Futures in Education

Author:

Volante Louis¹^ORCID,DeLuca Christopher²,Barnes Nicole³,Birenbaum Menucha⁴^ORCID,Kimber Megan⁵,Koch Martha⁶,Looney Anne⁷,Poskitt Jenny⁸,Smith Kari⁹,Wyatt-Smith Claire¹⁰

Affiliation:

1. Faculty of Education, Brock University, St. Catharines, ON, Canada

2. Queen’s University, Kingston, ON, Canada

3. Montclair State University, Montclair, NJ, USA

4. School of Education, Tel Aviv University, Tel Aviv, Israel

5. Queensland University of Technology, Brisbane, QLD, Australia

6. University of Manitoba, Winnipeg, MB, Canada

7. Dublin City University, Dublin, Ireland

8. Massey University, Palmerston North, New Zealand

9. Norwegian University of Science and Technology, Isdalstø, Norway

10. Australian Catholic University, Brisbane, QLD, Australia

Abstract

This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classroom assessment policies and practices. Ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives are also revisited in relation to the seminal version of this article published 10 years ago.

Funder

Social Sciences and Humanities Research Council of Canada

Publisher

SAGE Publications

Link

https://journals.sagepub.com/doi/pdf/10.1177/14782103241255855

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