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International trends in the implementation of assessment for learning revisited : Implications for policy and practice in a post-COVID world
Volante, Louis DeLuca, Christopher Barnes, Nicole Birenbaum, Menucha Kimber, Megan Paige Koch, Martha Looney, Anne Poskitt, Jenny Smith, Kari Wyatt-Smith, Claire Maree
Volante, Louis
DeLuca, Christopher
Barnes, Nicole
Birenbaum, Menucha
Kimber, Megan Paige
Koch, Martha
Looney, Anne
Poskitt, Jenny
Smith, Kari
Wyatt-Smith, Claire Maree
Abstract
This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classroom assessment policies and practices. Ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives are also revisited in relation to the seminal version of this article published 10 years ago.
Keywords
Assessment for learning, education policy, education reform, artificial intelligence
Date
2024
Type
Journal article
Journal
Book
Volume
Issue
Page Range
1-19
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
© The Author(s) 2024
This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).