This study employed the Systematic Review (SR) methodology to examine the content and reasons for resisting the implementation of Continuous Assessment Learning Activities (CALA) in Zimbabwean Secondary schools. The Overcoming Resistance to Change (ORC) model was exploited as the analytical lenses. The study found that factors such as education,…

Teacher evaluation has evolved from a task used for administrative decisions to an activity whose main goal is the enhancement of student learning and well-being through the improvement of instruction. The actual implementation of teacher evaluation by school principals will determine greatly the extent to which it can achieve this goal. An…

This book presents some of the leading technical, professional, and political challenges associated with the development and implementation of teacher evaluation systems, along with characterizing some of these systems in different countries around the world. The book promotes a broader comprehension of the complexities associated with this kind…

This qualitative study investigates the impact of formative assessment practices on English language teaching and learning outcomes in Morocco. Classroom observations with English language teachers and students were conducted to examine the use and effects of formative assessment practices. While English language teachers in Morocco had limited…

Accelerated learning programs (ALP) around the world are helping disadvantaged, over-age, out-of-school children and youth catch up to their more advantaged peers. The Teaching at the Right Level (TaRL) approach applies principles of formative assessments and level-wise grouping and learning to ensure children lagging in the foundational literacy…

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school…

Background: Formative assessment has been reported to improve learners' learning in affluent contexts. However, very few studies have reported the impact of formative assessment on teachers' knowledge and understanding in no-fee public schools located in a low socioeconomic context. Aim: This article investigates the impact of the Assessment for…

This paper aims at exploring the issues related to implementing a formative assessment model namely School-Based Assessment (SBA) at secondary schools in Bangladesh. A qualitative study employing interviews with English teachers of grade 8 and the head teachers and FGDs with students from twelve secondary schools was conducted. Moreover, field…

The mid-term evaluation of the Partnership for ODFL in the Pacific Project was commissioned by the Commonwealth of Learning to examine the initial two years of the five-year activity. The evaluation was undertaken by Standard of Proof, the MFAT MERL panel, providing specialist services in monitoring, evaluation, measurement and research and…

Summative assessment is often criticised as an unfair representation of learner effort and aptitude. In summative high-stakes examinations, economically privileged learners consistently outperform marginalised counterparts, perpetuating inequitable social class reproduction. But UN Sustainable Development Goal No.4 calls for equitable quality…

The continual and swift reforms the education system in Kosovo has endured in the recent decade have continuously challenged the teaching staff. The aim of this study is to ascertain whether there is a connection between the teachers' attitudes towards formative assessment and the application of this assessment method. The alternative hypothesis…

This study aimed to identify teachers' perceived challenges in implementing assessment-as-learning (AaL) in classrooms, and evaluate the impact of a one-year professional development programme (PDP) designed for 47 teachers in a Hong Kong primary school to promote AaL implementation. Findings showed that the PDP increased the frequency and…

Despite the widely acknowledged pro-learning function of formative assessment and its wide adoption around the globe, the gaps between policy intention, interpretation and implementation remain a problem to be solved. While this problem is noted universally, it could be particularly serious in China, where Confucian Heritage Culture is deeply…

The Assessment for Learning disposition has been long established in the literature as a desirable attribute for teachers. To use the biological metaphor of adaptation, assessment for learning has been argued to be a key base pair on the teacher genome. We argue that the selection of the correct genotype for teachers is not enough. What is needed…

The significance of a process evaluation for understanding randomised controlled trials (RCTs) of complex teaching interventions in a classroom setting is discussed in relation to the evaluation of the Integrated Group Reading (IGR) programme trial. This process evaluation is based on realist principles and draws on different data sources. The…