Doreen, as a classroom teacher myself, I have wrestled with the "addition of new tasks" to my duties...such as assessment for learning...many of my colleagues and I have moaned and groaned about it and were slow to pick up on it, but we have come to realize that AFL is hardly a "new task" since we have been doing it for years without realizing it, furthermore many of us have come to accept the paradigm:

1. AFL is small compared to summative assessment (much like a "spot check")

2. AFL is not necessarily a whole-group assessment (it can include a single student)

3. AFL is often qualitative (meaning that only the professional-on-the-spot can judge properly if learning is occurring)

4. due to this customizability, documenting all instances would be a daunting task (moan and groan), but blanket documentation in lesson plans may suffice (such as "check for understanding with pointed questions, and offer alternate explanation where necessary" ... you get the idea).

5. AFL is a feedback loop...teachers continually find out how best to get the knowledge in the students' heads

So, specifically, I would justify teachers' position by conceding that they are partly right about the amount of work that could be involved. Then I would offer the alternative view that little preparation is needed beyond what they learned in teacher education, and their planning documentation need include only the methods they used to continually check for understanding and adjust instruction. and I would continue the sales pitch by letting them know that the results of AFL need not be documented for grading...the conclusions they draw from AFL are for their eyes only!

Best wishes in your doc program!

rk

If they think that formative is assessment is important, then why, all the excuses of an overloaded syllabus, class size etc.

Re motivation -- it could be that the contextual factors are playing a significant role as these past years they have been subjected to an influx of reforms that they cannot keep up with them. So, anything else, is another addition. In part I understand them, however, on the other I do not as they have the opportunity to craft the knowledge from their shop floor. Since we always look at overseas models they are not relating with them.

Another response is that assessment is a requirement, not an option. In the US, assessment is mandated by the federal Commission on Colleges and Schools... there is a protocol in the EU as well. Besides that, assessment only formalizes what we claim to do situationally: critical introspection, reflection, and continuous improvement. If we are in fact already doing that, then measuring it is a routine. If we aren't already being self-critical through discourse and interaction, then the mandate of assessment is needed. When free enterprise fails, regulation takes over.

Doreen, as a classroom teacher myself, I have wrestled with the "addition of new tasks" to my duties...such as assessment for learning...many of my colleagues and I have moaned and groaned about it and were slow to pick up on it, but we have come to realize that AFL is hardly a "new task" since we have been doing it for years without realizing it, furthermore many of us have come to accept the paradigm:

1. AFL is small compared to summative assessment (much like a "spot check")

2. AFL is not necessarily a whole-group assessment (it can include a single student)

3. AFL is often qualitative (meaning that only the professional-on-the-spot can judge properly if learning is occurring)

4. due to this customizability, documenting all instances would be a daunting task (moan and groan), but blanket documentation in lesson plans may suffice (such as "check for understanding with pointed questions, and offer alternate explanation where necessary" ... you get the idea).

5. AFL is a feedback loop...teachers continually find out how best to get the knowledge in the students' heads

So, specifically, I would justify teachers' position by conceding that they are partly right about the amount of work that could be involved. Then I would offer the alternative view that little preparation is needed beyond what they learned in teacher education, and their planning documentation need include only the methods they used to continually check for understanding and adjust instruction. and I would continue the sales pitch by letting them know that the results of AFL need not be documented for grading...the conclusions they draw from AFL are for their eyes only!

Best wishes in your doc program!

rk

Besides being mandatory under different regulations AFL has its importance as the most effective and efficient tool of feedback that enables a teacher for adjustments and possible shifts in policy or practice. But that doesn't mean it has to be any exhastive exercise. It becomes a burden not only for a teacher but also a learner when it is not done thoughtfully or skillfully. AFL can be done when you are teaching by asking well crafted, pointed questions in the context of concepts taught and you don't need to questions about every concept from every student. You may float a question (for a verbal answer) and ask the students to raise hands to tell whether they know the answer and pick a student, on the basis of your observation, to submit a reply. Then ask the rest of the studens to take their hands down if they think the asnswer was satifactory. This will enable you to validate (or identify faults) in the comprehension of many students with  very little effort. You may follow-up in accordance with your conclusion. In this way it doesn't generate much of extra burden it rather remains an integral part of regular teaching.

Funded by the EU we have been developing resources to enhance engagement in science and technology using creative film making by students - how does this relate to  assessment you might ask I'll explain.  We've found its very relevant to supporting teachers professional development.

 To save students just playing with film making without direction we worked very closely with teachers to co-design systems that helped identify  (what are theoretically termed the threshold concepts) what teachers defined as tricky topics including stumbling blocks.  We have developed free online tools that help them define what are tricky topics based on the problems their students have with these topics.  Also this tool uses educational theories and literature to prompt teacher reflections on 'why' this is a problem for their students and then helps them construct quizzes for students (got there finally).  These quizzes are not only formative and relevant to the course and the final exam, but they are relevant to that teacher, their teaching, those students and their specific issues.  The quizzes then provide visualised spider diagram feedback for individual students and a cohort of students to show where their gaps in learning are.  

Teachers are using these resources have started to say 'Ahhh now how does this fit with my teaching' 'how can I develop their understanding building on their previous understanding'. ' where are their gaps from previous teaching, that I assumed they understood' ' what are they mimicking an understanding of , regurgitating my words without having a deep understanding of it, tricky questions in the exam just destroy those students'

we are working with selected schools / teachers internationally to use these free resources.  Please contact us (Specific researcher coordinating this is [email protected]) if you want to sign up or discuss it further with the project coordinator [email protected] 

Forgot to add the link to the project web page 

Http://www.juxtalearn.org

@ thanks anne adams. I will surely have a look at the website and will get in touch.

@ randall king. I understand your reply and can empathise with it. Through my research I wanted to give the opportunity to teachers to take a central role in planning, deciding, impleneting and reflecting on assessment for learning in their classroom. It is a way of giving them a voice to build customised knowledge from their class. Unfortunately, less than a handful of teachers have showed interest in taking part in this, which although is data in itself about the teachers position with regards to afl, I do not think that the interested audience is enough. I have to think of other alternatives to find out the teachers' voice and engagement with afl to build on it. Since participation in research is voluntary, the teachers here, In Malta,argued that they already have a lot on their plate to add something else. While it is true, it is also a CPD opportunity which has been refuted.

Many see testing only as an assessment of learning, but many studies have demonstrated that learning occurs as a result of testing, known as the testing effect (e.g., Roediger & Karpicke, 2007; and numerous other studies).  Essentially, practiced retrieval through self-testing or low-stakes quizzing is more effective for delayed recall than repeated study of text or notes.  Roediger and colleagues have also found this effect in the classroom.  

ah...i see what you are saying...you need their input on AFL!  

what if you shift the potential burden from the teachers to yourself... through observation of their classes and methods with short follow-up interviews?  yes, this could be much more labor-intensive and time-consuming than what you may have planned, but you might be able to gather much qualitative data.  and from this you may be able to determine an overall picture of their voice/input (common themes, qualitative methods, etc.)...not sure if this sort of data can fit into your research plan, but you may be able to work in your elements of planning, deciding, implementing, and reflecting through an observation rubric or interview questions...

i think you have a good research idea, and i'd like to see how it plays out....

rk

Thanks Randall for the suggestion. I will surely keep it in mind. I did not use it primarily as I want the research to be as close to reality as possible. By this I mean that in the work scenario the assessment for learning advisors do not have the authority to observe the teacher in action. Although, in my opinion, this is one of the flaws, I do  ot want to engage in a research which in the daily practice is not doable. Hope that I sm making myself clear. If not, feel free to let me know.

Yes, your caution is clear...observation could distort the reality of classroom practice....

you may have been on to something with your previous comment about data on teacher non-compliance....

rk