In this paper, the organizational factors that constrain and support the institutionalization of assessment for learning in schools will be examined. Both qualitative and quantitative data were used in the study. The sources of qualitative data included teachers' portfolios, teacher learning community (TLC) meetings, Teachers' interviews and senior school personnel interviews. These qualitative data were used in conjunction with the quantitative data on student performance for data analysis. The collected data were analyzed through the four organizational theory frames: Structural, Human Resources, Political and Symbolic. These frames provide a powerful tool to examine how changes and interventions are adopted within schools. Through the use of these frames, it is possible to determine schools' unique combinations or strengths and weaknesses in terms of organizational support for institutionalization of AfL practices. Furthermore, the qualitative information was used is to determine the levels of schools' incorporation of the strategies and techniques of AfL, which were then be compared with student outcomes. Our hypothesis is that the more engaged a school is with AfL, the greater the likelihood of seeing significantly increased student performance. By the same token, schools that failed to embrace AfL strategies and techniques at a high level will likely show smaller gains and greater variability.
|Publication status||Published - Dec 2010|