Abstract:
Gaps have been identified in knowledge about the implementation of effective assessment practices aligned with enhancing learning in secondary schools. This small study investigated what three large New Zealand secondary schools who had been identified as having identifiable success in implementing effective assessment practices believed enabled and inhibited assessment change. External facilitators who had worked in these schools were also interviewed. The findings indicated that successfully shifting assessment within a large secondary school to focus on students and their learning involves sustained commitment from all concerned: the principal, teachers and the external facilitators. All of these “change agents” require in depth assessment knowledge and understanding, conceptions of assessment aligned with assessment for learning, and multiple, varied opportunities to learn about, investigate and improve student learning through the use of data to improve teaching. Changing teachers’ conceptions about teaching subjects rather than students, and assessment of learning, (qualifications and accountability) is especially difficult in large complex secondary schools. This small study confirmed that it is possible for large secondary schools to shift practice in an assessment for learning direction. However, due to the small scope of the study, further, fuller investigation is indicated.