This study investigated the implementation of assessment for learning (AfL) as reported by 60,588 teachers in 36 educational systems through secondary analysis of data from the International Civic and Citizenship Education Study (ICCS) 2009. Recent literature identified positive impacts of AfL on subsequent teaching and learning, but the literature also reported that implementation was slow. Given that reform must first be implemented before it can have a practical impact, this study sought to examine the facilitating factors contributing to teachers’ adoption of AfL in different locations. The study found AfL practice was predicted by self-confidence in using different teaching methods, favourable classroom environments and students who were well-behaved. Such teachers also formed harmonious social relationships, were capable of civilised communication and undertook collaborative working with their colleagues. They worked within a school culture where students’ opinions were respected and a participatory decision-making leadership style was practised. Copyright © 2017 Springer Nature Singapore Pte Ltd.
|Title of host publication||Life in schools and classrooms: Past, present and future|
|Place of Publication||Singapore|
|ISBN (Print)||9789811036521, 9789811036545|
|Publication status||Published - 2017|
CitationMok, M., & Lee, W. O. (2017). Paradigm shifts in assessment for learning: A secondary analysis of the international civic and citizenship study (ICCS) 2009. In R. Maclean (Ed.), Life in schools and classrooms: Past, present and future (pp. 527-552). Singapore: Springer Singapore.
- Assessment for learning
- Civic education
- Secondary teacher
- Assessment reform