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28/06/2016
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Professor Claire Wyatt-Smith
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Why teacher practice, classroom assessment , standards and moderation matter more than ever
Professor Claire Wyatt-Smith
Assessment has the most profound influence on what gets learnt,
when learning occurs, and who does the learning.
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Drivers for Increased Use of Evaluation and Assessment
• An increased requirement for effectiveness, equity and quality in education to meet economic and social demands.
• A trend in education towards greater school autonomy, which has led to a need to monitor schools’ improvement.
• Developments in information technology, which allow for both large-scale and individualised student assessment and facilitate the sharing and management of data.
• Greater reliance on evaluation results for evidence-based decision making.
Synergies for Better Learning: An International Perspective on Evaluation and Assessment
(OECD, 2013, p. 13)
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The rapid pace of change in contemporary society means that such change is becoming ever more urgent. A highly mobile, digitally connected and globally competitive world calls for a profound re-balancing in the center of gravity of the educational project itself. There is a pressing need for the students of today to be empowered as learners in order that they can take full advantage of the new opportunities for study now widely available, both for their own benefit and for that of society.
Broadfoot, 2014
“… 40 per cent of current jobs have a high probability … of being computerised or automated in the next 10 to 15 years”.
(CEDA, p. 60)
CONTEXTS of CHANGE Global and Local
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global mobility / hyperconnectivity
1) Teachers each day will fill lamps, clean chimneys.2) Each teacher will bring a bucket of water and a scuttle of coal for the day's session.3) Make your pens carefully. You may whittle nibs to the individual taste of the pupils.4) Men teachers may take one evening each week for courting purposes, or two evenings a
week if they go to church regularly.5) After ten hours in school, teachers may spend the remaining time reading the Bible or
other good books.6) Women teachers who marry or engage in unseemly conduct will be dismissed.7) Every teacher should lay aside from each pay a goodly sum of his earnings for his benefit
during his declining years so that he will not become a burden on society.8) Any teacher who smokes, uses liquor in any form, frequents pool and public halls, or gets
shaved in a barber shop will give good reason to suspect his worth, intention, integrity, and honesty.
9) The teacher who performs his labor faithfully and without fault for five years will be given an increase of twenty-five cents per week in his pay, providing the Board of Education approves.
Rules for Teachers, 1827
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1) To keep the school room neat and clean, you must:a) Sweep the floor at least once dailyb) Scrub the floor at least once a week with hot, soapy waterc) Clean the blackboards at least once a dayd) Start the fire at 7 AM so the room will be warm by 8 AM
2) You will not marry during the term of your contract.3) You are not to keep company with men.4) You must be home between the hours of 8 PM and 6AM unless attending a school function.5) You may not loiter downtown in ice cream stores6) You may not travel beyond the city limits unless you have the permission of the chairman of
the board.7) You may not ride in a carriage or automobile with any man unless he is your father or
brother.8) You may not smoke cigarettes.9) You may not dress in bright colors.10) You may under no circumstances dye your hair.11) You must wear at least two petticoats.12) Your dresses must not be any shorter than two inches above the ankle.
Rules for Teachers, early 1900s in the United States
Norms and standards—teachers trained for seven roles: 1. Learning facilitator
2. Interpreter and designer of learning programs and materials
3. Leader, administrator and manager
4. Learner and life long researcher
5. Community, civil and pastoral role
6. Assessor
7. Learning area/subject/phase specialist
Professional Standards:1. Know students and how they learn
2. Know the content and how to teach it
3. Plan for and implement effective teaching and learning
4. Create and maintain supportive and safe learning environments
5. Assess, provide feedback and report on student learning
6. Engage in professional learning
7. Engage professionally with colleagues, parents/carers and the community
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Whatever the original justification for
regular, universal, standardised
testing, its ability to measure the skills
and sensibilities in the 21st century is
limited.
Kalantzis et al., 2003, p. 25
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We know that within a school, teacher quality is the single biggest influence on student engagement and achievement and that improving teacher effectiveness is the best method of improving student performance.
Australian Government, Department of Educationhttps://education.gov.au/teacher-training
Teachers in K-12 classrooms are not the
root source of the achievement gap.
Ferguson, 2014, p. 112
Framing assessment as inquiryTeachers’ claim to expertise may be tied to how we promote quality learning and qualities of learners, as well as quality outcomes.
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Inquiry-based
learning
Taking an evaluative stance: analysis. Openness to be challenged by what surfaces.
Triggering new questions.
Starts by posing questions, problems or scenarios rather than presenting established facts or portraying a smooth path to knowledge.
The process is often
supported by a facilitator.
Formulating the question/s, problem or
scenario.
Investigating –evidence collection.
Working with evidence.
Fitness-for-purpose.
NEXT PHASE INQUIRY.
Care
Confer
Captivate
Clarify
Consolidate
Challenge
Control
INQUIRY INVITATION 1:
Classroom assessment is at the heart of effective teaching
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What evidence – a focus on growth?
Why collect?
How much of what?
The fullest information – all that is available?
The latest information – of what type?
Fit-for-purpose assessment is valid, reliable, transparent, authentic and manageable!
Assessment adaptations
Not rule governed
Factors in student voices
Purposeful reporting
Critically reflexive of the impact of teaching
To whom
Intelligent accountability
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Traditionally, assessment information is seen as being solely about
students, their capabilities, what they know and do not know.
The shift that is needed is to think of assessment information as
reflecting the effectiveness of teaching;
How well a particular concept has been taught or not taught and
what it is that teachers need to learn for students to be more
successful.
Timperley, 2014
What evidence?
Why collect – your own teaching, program effectiveness, identifying barriers to learning and engagement?
How much of what?
The fullest information – all that is available?
The latest information – of what type?
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KnowledgeAssessment,
Learning, Teaching
Standards & Judgement
Literacy & Numeracy
Evidence of Learning
ASSESSMENT as INQUIRY MINDSETSExperience, Assumptions, Dispositions
Moderation
“Of particular interest in this process
of gathering evidence will be the
more recent emphasis on students
and on their voice and agency.
That’s new, and we need to
foreground it.”
“We need to … consider teacher and
student mindsets.”
DELPHI, 2015
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Community knowledge
Domain knowledge
Assessmentknowledge
Accessing and using existing discipline knowledge and exploring interdisciplinary connections
Developing knowledge of features of quality
Enabling the portability of out-of-school learning
New assessmentdesign and criteria
INQUIRY INVITATION 2:
Foundational knowledges
Using & Creating Knowledge Re-Presenting Knowledge
Knowledge Design
Inquiry and flipping
classrooms
Working alone, cooperatively
Transmodally
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Talk and interactions in the classroom
Talk and interaction patternsmoving from IRE sequencing
Teacher’s roles – students’ roles redefining expertise:
What can we do together to problem solveAbility to pull together disparate bits of information
Learning ability
Student activities in classroom, in school, in community
Teacher modelling the use of inquiry
Support for self- and peer-evaluation
“…engagement is
conceptualized as a dynamic
system of social and
psychological constructs as
well as a synergistic
process.”
Lawson & Lawson, 2013
VOICE
AGENCY
ENGAGEMENT
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Community knowledge
Discipline knowledge
Curriculum literacy & numeracy demands
Criterialknowledge
e-designing
e-proficiency
e-credibility
The achievement standards describe what students are typically able to understand and able to do. They describe expected achievement. Across F-10, the set of achievement standards describe a broad sequence of expected learning. This sequence provides teachers with a framework of growth and development in each of the learning areas.
Achievement standards emphasise the depth of conceptual understanding, the sophistication of skills and the ability to apply essential knowledge expected of students.
Achievement standards will be accompanied by sets of annotated student work samples, as support material illustrating the achievement standard.
INQUIRY INVITATION 3:
Pedagogical use of standards
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In standards-referenced assessment it is the configuration or pattern of performance, taken over a series of testing
episodes and assessment tasks, which takes precedence.
In operation, standards-referenced assessment draws upon the professional ability of competent teachers to make sound qualitative judgements.
Standards written as verbal descriptors: judgements are made according to multiple criteria using the human brain as the primary evaluative instrument.
Reference points for teachers to use
for judging how well students have
demonstrated what they have
learned.
Standards acquire meaning and have
meaning ascribed to them through use over time and as understandings develop within communities of
users.
Standards, moderation and
teacher judgementare all required –
evidence, exemplars,
consistency, comparability,
agreement, learning improvement.
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Building sustainable assessment cultures.
Moderation.
Exemplars that include commentary.
The belief that teachers' qualitative judgements can be made dependable: how standards are developed and promulgated need for practical training and conceptual tools.
Challenges to engage with
INQUIRY INVITATION 4:
Professional judgement
Six actions to increase dependability of teacher judgement: 1. Careful specification of the tasks and clarity of learning goals
2. Detailed specification of the criteria that are linked to learning goals
3. Teacher professional development/training that addresses known shortcomings of teacher assessment (eg bias ‘halo’ effect, unfairness)
4. Standards-referenced moderation for comparability and accountability: calibrating judgement and interpretations
5. In-school moderation as a means of developing teacher understanding of learning goals and related assessment criteria (exemplars-threshold levels)
6. Development of an ‘assessment community’ within the school
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Overall this Student A’s work sample is best matched with a‘Developing +’ standard. This student generally expressed a point ofview, used the exposition framework, provided some supportingevidence for the viewpoint and included some relevant details toprovide information about life in the Gold Fields which are matchedwith the ‘Consolidating’ standard. However the student needed tohave written a final statement that referred to the viewpoint,explained the reason for her point of view in the thesis and made useof more specific conjunctions to strengthen the argument to achievean overall ‘Consolidating’ standard. Because this student did not offera conclusion but demonstrated a ‘Consolidating’ standard against 4criteria , on balance, this work has been rated at no more or no lessthan a ‘Developing +” standard.
Year 5 Studies of Society – Overall Teacher Commentary
Knowledge of
community context
Moderation practices
Observations of student/s
Knowledge of pedagogy
Assessment standards
Teacher experience
Judgement in context
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Knowledge of
community context
Moderation practices
Observations of student/s
Knowledge of pedagogy
Assessment standards
Teacher experience
Judgement out of context
Assessment has the most profound influence on what gets learnt,
when learning occurs, and who does the learning.
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Why teacher practice, classroom assessment , standards and moderation matter more than ever
Thank-you.
Professor Claire [email protected]
Questions: cognitive stretch
Goal setting: realistically attainable for success
Students use criteria and standards to self-assess
Teacher and student review of judgements
Co-developed
Student
Dialogue
DIMENSIONS OF
ASSESSMENT
POWERFUL
CLASSROOMS
Rethinking connections
between teacher authority & assessment
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Dr Elizabeth Hartnell-Young
The Power of Assessment
Elizabeth Hartnell-Young
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What every teacher must understand
Know your learners Understand the meaning and purpose of
assessment Choose a range of methods and tools Collaborate and share to promote innovation and
improvement
The Global scene
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Know your learners
…and how they learn
A growth mindset?
'praising children's intelligence harms their motivation and it harms their performance’ (Dweck, 2006)
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You're such a smart kid, just like your Dad.
You're brilliant!
He's so clumsy!
She's hopeless at maths.
I'm no good at drawing: never have been.
He's a born loser.
Wow! You’re clever! You didn't make a single mistake!
What a drop kick!
The meaning and purpose of assessment
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The fundamental
purpose of
assessment...is to
establish where
learners are in their
learning at the time
of assessment
(Masters, 2014)
What does this student know how to do? What do they do well and with confidence?
What is the pattern of strengths and abilities?
What is the student on the verge of learning? What might they do with scaffolding?
How can other information be used to develop a richer understanding of the developing competence and readiness to learn?
What sorts of learning goals might challenge the student but at the same time promote progress and success?
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Choose a range of methods and tools
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How to interpret?
How to respond?
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Standards
Collaborate and share to promote innovation and improvement
Video clip
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Collaborate and share to promote innovation and improvement
If you’re not taking risks you’re probably not doing the best for your students.
the end of all our exploring will be to arrive where we started
and know the place for the first time T.S.Eliot, 1963
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Dr Jenny Poskitt
Transforming professional learning and practice in assessment: The triple H
framework
IEA Conference - Adelaide
“The power of assessment: What every teacher must understand”
27th June 2016
Dr Jenny Poskitt
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1. How might we conceptualize professional learning for assessment? – Distinguishing professional development (PD) from professional learning (PL)
– Triple H – framework synthesizing key principles of effective PL in assessment
2. What does the research literature reveal about effective
professional learning in assessment?
3. What impact does PL in assessment have on professional
practice?
4. What are the implications at policy, system, school and teacher
level?
Overview
Professional Development (PD) Professional Learning (PL)Transmission view of learning: experts -> teachers
Socio-cultural views of learning –contextually-based, collaborative, constructed learning
• Done ‘to us by others’• Short term• Individual one-off, one-size fits all
courses• Oriented towards improving
procedural knowledge and skills• No allocated time for reflection or
feedback• Silo PD – not team based• Relentless pressures; obstacles in
implementation; no re-visiting ideas
• Self-ownership/responsibility for learning
• Ongoing• Personalised • Oriented towards deep learning,
moving from novice to expert• Time for reflection, feedback• Team (school) based,• Connecting previous to current and
future learning; iterative• Principles based; dynamic and
responsive
Understanding PD and PL(Easton, 2008)
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Heart
HandsHead
Triple H framework for PL in assessment
PL
Enkindle learning passion
Transform practiceDeepen knowledge
Linking classroom, school, region, state
Passion for learning and learners = heart of PL
‘x-factor’ of committed and talented teachers
Heart = emotions, relationships, values, beliefs
Professional identity & agency
Buchanan, (2015); Hardy, (2016)
Heart: Professional passion & identity
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Professional identity
Personal experience
Professional context (past &
current)
Professional identity
Political environment
Dynamic
Push back
Step up
• Relevant learning – Q/problem; elicit prior knowledge -> new links
• Disruption & dissonance trigger change – safety, respect; data
• More knowledge – content, PDK, curriculum, assessment, students,
• Personalised, flexible learning - e.g. on-line modules
• Experts/mentors – level and timing suiting teacher – need to empower
• Professional reflection – practical strategies, depth & breadth of
knowledge; critical reflection for ethical aspects of education(Blanchard et al, 2016; Clayton & Kilbane, 2016; DeLuca et al, 2012; Hardy, 2016; Luke & McArdle, 2012;
Mezirow, 1995; Timperley et al, 2007)
Head determinants
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• Professional conversations
• Professional learning communities (PLCs)
• Collaborative processes
• Instructional Rounds; Lesson studies
• Inquiry Learning
• Gathering, analysing and using evidence
Hands: Practice & implementation
Strengths• Collaborative learning• Open sharing and active dialogue• Topics determined by members• Iterative process of input,
discussion, feedback…
Weaknesses• Member combinations (same-
status)• Group vs individual learning• Time for prep, attendance, follow-
up (≥ 8 hrs/month)• Efficient chairing and record-
keepingOpportunities• Build respect, trust, system links• Positive impact on school culture• Improve teacher self-efficacy• Reduce teacher isolation• Interrogate data• Increase high-quality instructional
practicei l d hi
Threats• Insufficient time allocated -
workload• Variable individual and system
commitment• Personalities – interpersonal skills• Insufficient knowledge/skills• Competing demands
l i ffi i / h ll
PLCs – heart, head, hands
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Strategy FeaturesInstructional Rounds(IR)
DeLuca, Klinger, Pyper & Woods (2015)
Identify teacher practice problem; collaboratively develop/implement pedagogical strategies; conduct peer classroom observations; de-brief; reflect; modify…
Lesson Study (LS)
Saito & Sato (2012)
Team observe colleague teaching; collaborative critique lesson; refine plans; observe re-teaching; feedback; refinement
Inquiry Learning (IL)• Barrier: weak content knowledge
Clayton & Kilbane (2016); Hardy (2016); Timperley & Parr (2007).
Identify/inquire into student learning/achievement aspect; identify knowledge/skills required; develop professional knowledge/skills; engage students in new learning experiences; gather evidence; reflect and refine
Gather, analyse, use evidence
Important to monitor effects of PLCs for continual improvement; observational interview data
IR, LS, IL & evidence
• PL principles: duration (2-3 years), schools selected own focus,
external facilitator + lead teacher(s), active leadership in school,
analysis of evidence, flexible approach responded to school needs.
• In-school process: of staff/team meetings, periodic input of
expert/readings, classroom observations (sometimes videoed) in
relation to co-constructed matrix of AfL practice for teachers and
students; reflection, conversations and feedback/coaching to inform
goal-setting, action-planning; ascertain progress.
• Impact evidence: matrices, surveys, achievement data…
Analysis of Assess to Learn (AtoL) PLD: example & impact
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• Next few slides contain examples of a range of evidence gathered
and analysed to inform ongoing development (useful at school,
regional and state level)
• Same evidence was used to ascertain impact (useful at school,
regional and state level)
Examples include: matrices, analysed matrices, analysed survey,
student achievement data.
Impact evidence
Part A of teacher assessment knowledge and practice matrix
Outcome 2: Shift teacher’s assessment knowledge and practice; (NB. Reflection =critical reflection) Indicators Beginning Developing Developed Extended Teachers will examine their assessment beliefs, knowledge and practices in order to better understand effective assessment for learning principles;
Limited reflective thinking or questioning or about own practice. Limited knowledge of assessment for learning principles and research.
Begins to question and challenge own beliefs. Attempts different/new strategies (facilitator driven). Beginning to think about assessment for learning principles.
Seeks opportunities to engage in reflective dialogue. Reflection has a research and evidence base. (This could be around own and others’ practice). Uses & refines a variety of strategies (with increasing confidence).
Seeks opportunities to engage in reflective dialogue. Reflection has a research and evidence base. Examines own and others’ practice through different lenses to inform & improve own practice. Aligns research with their own thinking about assessment for learning principles.
Teachers will select assessment tools to match the purpose of learning and use the resulting assessment information to inform and improve programmes and practices;
Decisions about assessment tools and resulting information not linked to learning needs. May be historical or externally influenced (eg. understanding of purpose of assessment not clear to teacher).
Uses assessment tools suited to purpose. Data gathered not analyzed and /or used to inform planning and teaching.
Selection from a variety of tools to match purpose. Able to use achievement data (with support) to make valid & reliable decisions about progress & next steps. Teacher planning reflects individual and group needs.
Assessment tools are chosen to establish learning goals & measure progress towards them. Tools provide clear information that informs next steps for teaching and learning.
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Part B of teacher assessment knowledge and practice matrix
Teachers will construct with students what they are learning and why, how they will achieve this, what the learning might look like and how well the learning has been achieved; (self assessment)
Distinction among what is being learnt and how it is to be learnt is unclear. Both teacher and students tend to describe their intentions for learning in terms of what is to be done. Success criteria and/or exemplars may be absent or unclear. Students view success in terms of teacher judgments about what has been done. There may be reliance on external rewards such as awards, marks, stickers, stamps.
Teacher is endeavoring to distinguish intentions for learning (what) from learning activities and justify their selection. Success criteria and/or exemplars provided to students. Less reliance on extrinsic rewards
Distinction among what is being learnt, why (worth and need) and how it may be learnt is made clearly by the teacher and can be explained by most students. Criteria for success and/or exemplars are provided or developed and used by students to enhance their learning. Clear connections in planning between the main goals of schooling and unit and lesson intentions for learning
As a matter of courseboth teacher and students are able to easily describe: What is to be learnt (at school, unit and lesson levels). Why they are learning it (worth and need). How they will know when it has been learnt. How it may be learnt. Teacher engages the students in developing intentions for learning and criteria and evaluating the quality of these as learning proceeds.
Teachers will initiate classroom/student discussions about learning, assessment and progress;
Teacher reflection occurs independent of students and may focus on student engagement or enjoyment rather than learning
Some classroom discussions initiated by the teacher on learning and/or assessment perhaps using prompts such as such as reflective self-assessment forms
Teacher regularly reflects with the students about their learning and progress based on high quality assessments. Teacher involves students in reflecting on their own learning needs by introducing reflective strategies into the programme and expects students to contribute to what they need to learn next.
Both teachers and students routinely reflect, and talk reflectively about their learning, assessment and progress using effective strategies learned in the everyday programme.
Teachers will use feedback, prompts and questioning to support student learning.
Feedback is non- specific and mainly evaluative. Prompts not connected to learning intentions. Questioning mainly closed with
Feedback loosely related to intentions and criteria and emphasis on surface features. Prompts loosely related to learning intentions and criteria. Questions loosely related to criteria, Limited wait
Feedback is co-constructed and specifies achievement related to criteria and guides next steps. Prompts relate to learning intentions and criteria. They are responsive to the level of achievement of different students. Questions relate to learning
Feedback co-constructed with students, and motivates them towards next learning steps. Prompts highly effective and consistently relate to learning intentions and criteria. Questions are deliberate and include a range of prompts that target identified purposes including: open ended,
National results for primary teachers in second year of AtoL
Comparison of Baseline and End of Year Classroom Observations for Second Year AToL Primary Teachers (N=61)
7
17
54
22
3
14
44
9
4
20
63
13
2
21
59
18
2
11
43 44
0
6
20
32
0
10
35
55
0
16
4440
0
10
20
30
40
50
60
70
Non
Aw
aren
ess
Aw
aren
ess
Inte
rnal
isin
g
App
lyin
g
Non
Aw
aren
ess
Aw
aren
ess
Inte
rnal
isin
g
App
lyin
g
Non
Aw
aren
ess
Aw
aren
ess
Inte
rnal
isin
g
App
lyin
g
Non
Aw
aren
ess
Aw
aren
ess
Inte
rnal
isin
g
App
lyin
g
Teachers construct w ith students w hat theyare learning and w hy (learning intentions)
Teachers construct w ith students how theyw ill achieve this (criteria, task matching
learning)
Teachers construct w ith children w hat thelearning might look like (exemplars/models)
Teachers construct w ith children how w ellthe learning has been achieved (self
assessment, next steps)
Aspect of Formative Assessment/ Level of Practice
Per
cen
tag
e o
f T
each
ers
Baseline End of Year
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National results for primary teachers’ planning in second year of AtoL
Aspects of Planning That Have Changed Second Year AToL Primary Teachers (N = 63)
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
Already in place beginningof year
Now fully included Now partially included Still not included
Level of change
Per
cen
tag
e o
f te
ach
ers
Making links betw een long and short term planning
Use of assessment information to inform planning
Examples show n of planning linked to assessment
Grouping students for needs
Use of learning intentions based on assessment information
Classroom management strategies - eg conferencing
Student input into planning
Planned tasks directly linked to the achievement of identif iedlearning intentions
Example of analysed data from national AtoL teacher questionnaire
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Example of analysed student matrix data
Comparison of AtoL and national student achievement shifts
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School• Lead teacher link classroom/team + management + fac• Senior management meetings
Region• Facilitator link between school + region• Facilitator team/regional meetings
State• Lead facilitator(s) link between region + state (MOE reps)• Assessment Focus Group meetings
PL model connecting school & state
RESEARCHERS
• Matrices – scaled up use
– self, peer, triad observations > school, cluster, regional, state/national analysis – formative + summative
– detected shifts in practice, informed next year’s PL, MOE reporting and funding procurement
• National Regional Assessment Seminars (NARS)– Symposium/Exhibitions
– Mix of practitioner, PL, researchers, MOE, ERO, union personnel
– Presentations and workshops
– Cross-school collaboration, sharing, networking
• National Assessment Advisory Group– Wide sector representation; info sharing; informal input into policy and practice
decisions
• Research (formative evaluation – feedback)– Observation/interview, surveys, student data, document analysis…
Links between school, region, state, nation
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Heart• Emotions and
relationships• Identity/agency
Head• Reflection/relevant
learning• Dissonance• Increased knowledge• Role of experts/mentors
Hands• PL conversations• PLCs• IL, IR, • AtoL case study
Session review: Transforming PL in assessment
Facilitators,Researchers
EVIDENCE
UNDERSTANDING
• Value teachers and learners by allocating sufficient time, resources
and expertise for in-depth (heart, head and hands) PL
• Deepen teachers’ knowledge of : content, PDK, curriculum,
assessment and students
• Connect and align all layers of the education system through
collaborative feedback opportunities to understand and enhance
respective roles and purposes (e.g. families; assessment & learning policies)
• Gather and use evidence formatively within and across sector layers
• Use impact data to advocate politically for beneficial assessment
Implications
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References
• Blanchard, M., Le Provost, C., Tolin, A, & Gutierrez, K. (2016). Investigating technology-enhanced teacher professional development in rural, high-poverty middle schools. Educational Researcher, 45(3), 207-220.
• Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teacher and Teaching Theory and Practice, 21(6), 700-719.
• Clayton, C., & Kilbane, J. (2016). Learning in tandem: Professional development for teachers and students as inquirers. Professional Development, 42, 3, 458-481.
• DeLuca, C., Luu, K., Sun, Y., & Klinger, D. (2012). Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning. Assessment Matters, 4, 5-29.
• DeLuca, C., Klinger, D., Pyper, J., & Woods, J. (2015). Instructional rounds as a professional learning model for systematic implementation of assessment for learning. Assessment in Education: Principles, Policy & Practice, 22(1), 122-139.
• Dimmock, C. (2016). Conceptualising the research-practice-professional development nexus: mobilising schools as ‘research-engaged’ professional learning communities. Professional Development in Education, 42(1), 36-53.
• Easton, L. (2008). From professional development to professional learning. Phi Delta Kappan, June 2008, p.755-761
• Erol, R., Upton, P., & Upton, D. (2016). Supporting completion of an online continuing professional development programme for newly qualified practitioners: A qualitative evaluation. Nurse Education Today, 42, 62-68.
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• Gravani, M. (2012). Adult learning principles in designing learning activities for teacher development. International Journal of Lifelong Education, 31 (4), 419-432.
• Hardy, I. (2016). In support of teachers’ learning: Specifying and contextualising teacher inquiry as professional practice. Asia-Pacific Journal of Teacher Education, 44(1), 4-19.
• Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6(2), 151-182.
• Jansen in de Wal, J., den Brok, P., Hooijer, J., Martens, B., & van den Beemt, A. (2014). Teachers’ engagement in professional learning: exploring motivational profiles. Learning and Individual Differences, 36, 27-36.
• Marcos, J., Sanchez, E., & Tillema, H. (2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21-36.
• Mezirow, J. (1995). Transformation theory of adult learning. In M.R. Welton, (Ed.), In defense of the lifeworld (pp.39-70). Albany, NY: State University of New York.
• Poskitt, J. (2014). Transforming professional learning and practice in assessment for learning. The Curriculum Journal, 25 (4), 542-566.
• Poskitt, J. (2016). Communication and collaboration: the heart of coherent policy and practice in New Zealand assessment pp. 81-96. Chapter 6 in Part 1: Assessment policy enactment in education systems. In Laveault, D., & Allal, L. (Eds). Assessment for Learning: Meeting the challenge of implementation. The Enabling Power of Assessment Series. Springer Publishers.
• Terry, S., & Mayo, G. (2012). A case study of embedding a culture of self-review and evaluation using evaluative conversations at Otago Polytechnic. Studies in Learning, Evaluation, Innovation and Development, 9 (1), 1-14.
• Timperley, H., & Parr, J. (2007). Closing the achievement gap through evidence-based inquiry at multiple levels of the education system. Journal of Advanced Academics, 19, 90-115.
• Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning. Best evidence synthesis iteration [bes], 292. Wellington: Ministry of Education. http://www.educationcounts.govt.nz/publications/series/2515.
References continued
28/06/2016
45
School leaders and individual teachers are able to explore their interest in the IEA professional learning by:
• visiting the IEA conference table
• visiting the IEA website https://www.sace.sa.edu.au/iea
• Alternatively, by contacting:
Bob Buxton Hassan Mekawy
8372 7594 8372 7455
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