Potential Impact of Research on Assessment for Learning: A Systematic Review of Reviews

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-12 - Teacher Practices and Judgment in Student Assessment

Abstract

In this systematic review of reviews, 14 reviews about Assessment for Learning (AfL) (2 meta-reviews, and 12 empirical reviews) have been analyzed with the aim to elicit stated implications and findings in the approximately 600 primary studies reviewed. The primary ambition has been to analyze how researchers use their findings to advice teachers about their classroom assessment practice. Among the 14 reviews, 6 have a general perspective on assessment, while the others have a domain specific. The synthesis indicates that advices tend to be more concrete when assessment is domain specific. The assumption is that this may influence on the probability for research impact. The systematic review concludes with knowledge gaps and implications for further research.

Authors

• Therese N. Hopfenbeck, University of Oxford

• Sølvi Lillejord, The Research Council of Norway