Assessment-as-learning in classrooms
The challenges and professional development
Bibliographic Data
| ID | 21494543 |
|---|---|
| Authors | Zi Yan (0000-0001-9305-884X, Education University of Hong Kong, corresponding author) |
| Year | 2021 |
| Volume | 47 |
| Issue | 2 |
| Pages | 293-295 |
| Publication date | 2021-03-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2021.1885972 |
| OpenAlex | W3126999151 |
| Language | EN |
| Citations received | 9 |
| References cited | 3 |
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
Faculty Development · Mathematics education · Medical education · Pedagogy · Professional development · Educational Assessment and Improvement · Medicine · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
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Predicting teachers’ formative assessment practices
| Unique citing works | 9 |
|---|---|
| Citations per year | 1.8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |