Exploring K-12 Administrator and Teacher Experiences of Assessment for Learning and Its Implementation

• In Event: Roundtable Session 116
  In Roundtable Session: The Roles, Experiences, and Perceptions of Teachers and Leaders in Schools

Abstract

This paper explores the nature of best assessment experiences of K to 12 administrators and teachers in two school boards in Ontario who faced an impending provincial assessment policy with a distinct assessment for learning (AfL) philosophy. In Year 1, participants had little understanding of the formal definitions of AfL in the context of classroom assessment, yet their best stories as assessors demonstrated the spirit of AfL. Themes included transparent expectations, constructive feedback and rich assessment tasks. Emotions, building relationships and shifts in professional identity were important. Over 3 years, stories about individual successes and differentiation shifted to collaborative, evidence-based practices. Successful implementation occurred in some elementary schools through a 6-week professional development process called Teaching Learning Critical Pathways (TLCP).

Authors

• Susan Drake, Brock University

• Joanne L. Reid, Brock University