How teachers engage with Assessment for Learning: lessons from the classroom

By B. Marshall, Mary Jane Drummond. 2006

411 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/724dcf96c96e0ec6c39859a45d47d4a0b3edebec

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In Education

1. R. Dann
2. Harry Torrance
3. A. Hume
4. R. Coll
5. David Pedder *
6. M. James
7. Torulf Palm
8. C. Andersson

In Sociology and Political Science

1. Harry Torrance
2. David Pedder *
3. A. Hume
4. E. Hargreaves
5. R. Dann

Citations in the corpus

• Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice (2014, background): “Yet, when viewed in learning contexts, it is often the case that even these practices can be mechanistic, following only the ‘letter’ of possible practices (Marshall & Drummond, 2006).”
• Assessment of learning, for learning, and as learning: New Zealand case studies (2009, background): “Of particular concern to observers like Ecclestone ( 2007 ) and Marshall and Drummond ( 2006 ) was the manner in which formative assessment was commonly implemented by teachers within such a qualification system.”
• Beyond method: assessment and learning practices and values (2006, background): “Marshall & Drummond, 2006 ) but from a sub-sample of teachers, the questionnaire relied on self-report of practices and values.”
• Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1 (2007, background): “Similarly Marshall and Drummond (2006) note that while some teachers in the ‘Learning How to Learn’ study attempted to implement the ‘spirit’ of formative assessment with respect to developing student autonomy, most simply followed the ‘letter’ and used formative assessment techniques to facilitate…”
• Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning (2013, background): “That is, there has been scant research into feedback whose aim is not just to report results but explicitly to support children’s autonomous learning (Marshall & Drummond, 2006).”
• Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective (2018, background): “Marshall and Drummond (2006) also found that teachers who do not value important characteristics of formative assessment and hold circumstances or students (rather than themselves) responsible for impediments to students’ learning, are less likely to embed these characteristics in their practices.”