Summary
Contents
Subject index
The future of Assessment for Learning 20 years after Inside the Black Box Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. The Power of Assessment for Learning: Twenty Years of Research and Practice in UK & US Classrooms examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features: Key AfL ideas, approaches, and supports Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. Practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.
A Tale of Two Countries
A Tale of Two Countries
In this chapter, we describe how the practices of assessment for learning (AfL) have developed in the United Kingdom and the United States since the publication of Inside the Black Box (1998). You will see a number of similarities in the stories, including the respective high-stakes testing environments with their associated consequences and the challenges that teachers experience as they make changes in their classroom practice. You will also see differences. The UK central government has committed considerable funding to supporting AfL at various times, whereas no financial support for AfL has been offered by the US federal government, despite allocating vast sums of money to the development of summative tests. In the ...
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