""Assessment for Learning" begins with an outline and re-evaluation of Black and Wiliam's seminal review "Inside the Black Box" and their initial attempts at knowledge transfer. It then considers how the practices and processes have played out in schoolsand classrooms in each of the two countries over a twenty-year period, illustrating key ideas that emerged, how and why different approaches were taken up and developed by schools and teachers, and what support and directions were introduced to help the interpretation of these ideas for implementation. Each chapter calls on practice-based evidence to enrich and exemplify understanding from both research and practice standpoints and provides a "sounding board" for teachers and others to explore and reflect on their own practices and beliefs. Throughout the book, the authors use vignettes of classroom practice from both countries to illustrate Assessment for Learning in action"--
Enrich, grow, and sustain AfL in your classroom.
Twenty years after the publication of
Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice.
Packed with key AfL ideas and supports, vignettes that illustrate AfL in action, and practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspectives, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.
| Foreword |
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vii | |
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| Preface |
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xi | |
| Acknowledgments |
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xvii | |
| About the Authors |
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xix | |
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Chapter 1 Inside the Black Box Revisited |
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1 | (16) |
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A New Way of Thinking About Assessment |
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1 | (1) |
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2 | (1) |
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3 | (1) |
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4 | (3) |
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Is There Evidence That Improving Formative |
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Assessment (AfL) Improves Standards? |
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Is There Evidence That There Is Room for Improvement? |
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7 | (1) |
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Is There Evidence About How to Improve Formative Assessment (AfL)? |
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8 | (2) |
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10 | (1) |
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11 | (4) |
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15 | (2) |
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Chapter 2 A Tale of Two Countries |
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17 | (34) |
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The Tale of the United Kingdom |
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17 | (2) |
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Major Policy Moves in the UK |
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19 | (13) |
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32 | (13) |
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Two Countries, Two Journeys? |
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45 | (6) |
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Chapter 3 Student Role in Assessment for Learning |
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51 | (18) |
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Expanding Conceptions of AfL |
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52 | (1) |
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Sociocultural Perspective and AfL |
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53 | (4) |
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57 | (6) |
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63 | (6) |
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Chapter 4 Planning for Learning |
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69 | (20) |
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Distinct Teaching Approaches |
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70 | (5) |
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Influences on Changing Practice |
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75 | (8) |
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83 | (6) |
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Chapter 5 Transforming Classrooms |
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89 | (16) |
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90 | (3) |
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93 | (8) |
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101 | (4) |
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Chapter 6 What Still Needs to Be Explored |
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105 | (12) |
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From Evidence-Based Practice to Practice-Based Evidence |
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105 | (2) |
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Teachers Need to Be Vigilant for Evidence |
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107 | (2) |
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Interactions Work in a Nuanced and Detailed Way |
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109 | (1) |
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109 | (1) |
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110 | (1) |
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Identity-Safe Environments |
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111 | (1) |
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112 | (1) |
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113 | (4) |
| Index |
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117 | |
Margaret Heritage is an independent consultant in education. For her entire career, her work has spanned both research and practice. In addition to spending many years in her native England as a practitioner, a university teacher, and an inspector of schools, she had an extensive period at the University of California at Los Angeles (UCLA), first as principal of the laboratory school of the Graduate School of Education and Information Students and then as an Assistant Director at UCLAs National Center for Research on Evaluation, Standards and Student Testing. She has also taught courses in the Departments of Education at UCLA and Stanford University. She is a regular presenter at conferences across the United States and internationally. Her most recent book with Corwin, co-authored with Christine Harrison, is The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms.
Christine Harrison is a Professor in Science Education at Kings College London, where she works as a researcher and teacher educator. Chriss career began in schools and developed through curriculum development projects and examining in the U.K. before she began working on her own research. Working at a prestigious university, and also spending considerable time in classrooms on research and supporting pre-service teachers, Chris began to realize that there was a gap between research ideas and practice. To that end, she has worked with many teachers, researchers and organizations helping all learn from practice-based evidence so they can understand how practice across a variety of contexts centers around the principles of the research. Her work is published in peer-reviewed journals, edited books, and practitioner journals, and she has produced several on-line courses for teachers and researchers. Chris is Associate Director (London) for the Centre for Innovation in Teacher Education and Development, w a joint institutional strategic initiative between Teachers College, Columbia University and Kings College London, committed to the principles of equity and social justice. She is also a leading STEM educationalist in Europe working at research, practice and policy level.
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