The Development of an Instrument to Measure Teachers’ Assessment for Learning Classroom Practices

• In Event: New Views on Formative Assessments

Abstract

The paper focuses on the development of an instrument that can be used for research purposes to measure change in classroom teachers’ assessment for learning (AfL) practices. The instrument is comprised of 20 items capturing elements of four key AfL strategies: (1) sharing learning intentions/success criteria, (2) questioning/discussion, (3) feedback and (4) peer/self assessment. The paper presents data from a study involving 308 teachers and provides evidence of the instrument's content and construct validity.

Authors

• Michael O'Leary, St. Patricks College

• Zita Lysaght, St. Patricks College

• Larry H. Ludlow, Boston College