Noticing and recognising AfL practice: Challenges and their resolution when using an observation schedule.

Abstract

Assessment for learning (AfL) can be considered one of the major educational innovations of the 21st century given its global impact (Birenbaum et al., 2015), yet much has been written about the challenge of implementation. To this end, the project reported here focused on evaluating the use of a preexisting observation schedule to document dimensions of primary teachers’ AfL practice with the intent of using this information to enhance teacher assessment capability. Using the voices of the participant teachers, we identify the challenges teachers faced when observing colleagues in relation to noticing and recognising what was significant and thus worthy of note. In doing so we bring to the fore the importance of teacher assessment literacy when using an observation schedule for professional learning purposes such as the enhancement of assessment capability. The need for a schedule to reflect “everyday practice” as it is known to teachers is also highlighted.