Mapping Assessment for Learning (AfL) communities in schools

Abstract

This article reports findings from a nationwide research project conducted in Norway to determine the impact of the national programme called Assessment for Learning (AfL, 2010–2014) on school practices and classroom practices when assessment is used as a tool for learning. Based on a conceptual mapping tool developed to analyse AfL communities, the findings indicated that there were four stages in the development of a school’s assessment culture. It was found that teachers must become familiar with goals and criteria for a specific period before students are more involved, and before teachers are able to use assessment to adapt learning. At the same time, the goals and criteria appear to be less important when teachers have a strong common understanding of the curriculum and when the students are strongly involved in instruction through self-assessments.