International trends in the implementation of assessment for learning: Implications for policy and practice-Reference-Cited by-同舟云学术

International trends in the implementation of assessment for learning: Implications for policy and practice

Published:2015-01 Issue:1 Volume:13 Page:117-140
ISSN:1478-2103
Container-title:Policy Futures in Education
language:en
Short-container-title:Policy Futures in Education

Author:

Birenbaum Menucha¹,DeLuca Christopher²,Earl Lorna³,Heritage Margaret⁴,Klenowski Val⁵,Looney Anne⁶,Smith Kari⁷,Timperley Helen⁸,Volante Louis⁹,Wyatt-Smith Claire¹⁰

Affiliation:

1. Tel Aviv University, Israel

2. Queens University, Canada

3. Lorna Earl and Associates, Canada

4. University of California, Los Angeles, USA

5. Queensland University of Technology, Australia

6. National Council for Curriculum and Assessment, Ireland

7. Nowegian University of Technology and Science and second University of Berge, Norway

8. University of Auckland, New Zealand

9. Brock University, Canada

10. Australian Catholic University, Australia

Abstract

This paper discusses the emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Authors from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries. The authors also discuss the implications of these various shifts and the ongoing tensions that exist between A fL and summative forms of assessment within national policy initiatives.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/1478210314566733

Reference48 articles.

1. Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture

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