The purpose of this study was to understand ways in which teachers define student self-assessment, explore teachers' reasons for using or not using student self-assessment, and explicate the beliefs associated with these reasons. Drawing on Ajzen's theory of planned behavior, the authors interviewed seven high school teachers and explored the…

Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers' day-to-day classroom practices. This study…

Although it has been two decades since National Council of Teachers of Mathematics "Standards" were published, research underlines the lack of essential practices for quality reform teaching. The literature also emphasizes the importance of planning in reform teaching although few studies focus directly on the planning of the teacher.…

This paper explores the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. For some years teachers in English schools have worked in a context where the outcomes of formal testing have been used to judge school and teacher performance as well as student achievement. Research evidence that…

This paper presents the analysis of two representative lessons drawn from a cross case study of K-12 classrooms in which students and their teachers engaged in a collaborative dialogic inquiry process (data-driven dialogue) to co-construct meaning from assessment results. The representative lessons illustrate a significant shift from…

Informed by an amalgam of notions drawn from constructivist, socio-cultural, metacognitive and self-regulation theory, the discourse created to describe assessment to enhance learning has gone through a number of iterations or discursive shifts. As a result, the current discourse is both ambitious and complex with the roles and responsibilities…

This article seeks to explore how teachers develop assessment for learning practices in secondary school science, mathematics and English classrooms. Drawing on interviews, teacher reflective writing, lesson observations and field notes of teacher meetings, it highlights the importance of opportunities for professional dialogue between teachers…