Assessment-as-learning in classrooms: The challenges and professional development

Research output: Contribution to journalArticlespeer-review

Abstract

This study aimed to identify teachers’ perceived challenges in implementing assessment-as-learning (AaL) in classrooms, and evaluate the impact of a one-year professional development programme (PDP) designed for 47 teachers in a Hong Kong primary school to promote AaL implementation. Findings showed that the PDP increased the frequency and appropriateness of AaL implementation when on-site support was also provided, otherwise changes were not substantial. It suggests that systematic supporting measures should be provided together with PDPs to address the challenges teachers encountered in implementing AaL. Copyright © 2021 International Review of Finance Ltd.
Original languageEnglish
Pages (from-to)293-295
JournalJournal of Education for Teaching
Volume47
Issue number2
Early online date08 Feb 2021
DOIs
Publication statusPublished - 2021

Citation

Yan, Z. (2021). Assessment-as-learning in classrooms: The challenges and professional development. Journal of Education for Teaching, 47(2), 293-295. doi: 10.1080/02607476.2021.1885972

Keywords

  • Assessment-as-learning
  • Professional development
  • In-service teacher
  • Assessment reform

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