The Enabling Power of Assessment

Volume 4

Series editor

Claire Wyatt-Smith, Faculty of Education and Arts, Australian Catholic University,Brisbane, Queensland, Australia

This series heralds the idea that new times call for new and different thinking aboutassessment and learning, the identities of teachers and students, and what isinvolved in using and creating new knowledge. Its scope is consistent with a viewof assessment as inherently connected with cultural, social practices and contexts.Assessment is a shared enterprise where teachers and students come together to notonly develop knowledge and skills, but also to use and create knowledge andidentities. Working from this position, the series confronts some of the majoreducational assessment issues of our times.

More information about this series at http://www.springer.com/series/13204

Dany Laveault • Linda AllalEditors

Assessment for Learning:Meeting the Challengeof Implementation

123

EditorsDany LaveaultUniversity of OttawaOttawaCanada

Linda AllalUniversity of GenevaGenevaSwitzerland

ISSN 2198-2643 ISSN 2198-2651 (electronic)The Enabling Power of AssessmentISBN 978-3-319-39209-7 ISBN 978-3-319-39211-0 (eBook)DOI 10.1007/978-3-319-39211-0

Library of Congress Control Number: 2016943037

Springer Cham Heidelberg New York Dordrecht London© Springer International Publishing Switzerland 2016This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or partof the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmissionor information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilarmethodology now known or hereafter developed.The use of general descriptive names, registered names, trademarks, service marks, etc. in thispublication does not imply, even in the absence of a specific statement, that such names are exempt fromthe relevant protective laws and regulations and therefore free for general use.The publisher, the authors and the editors are safe to assume that the advice and information in thisbook are believed to be true and accurate at the date of publication. Neither the publisher nor theauthors or the editors give a warranty, express or implied, with respect to the material contained herein orfor any errors or omissions that may have been made.

Printed on acid-free paper

This Springer imprint is published by Springer NatureThe registered company is Springer International Publishing AG Switzerland

Foreword

Let me tell you of my journey of discovery in the realm of classroom assessmentand assessment for learning. As you will see, the teachers I found along the way andthe lessons we learned together have led me directly to this moment and this book,edited by Dany Laveault and Linda Allal.

I was trained to an advanced level in modern and classical test theory andpractice in my graduate program at Michigan State University (with Linda as myclassmate incidentally). Fortunately, my doctoral studies were overseen byRobert L. Ebel, the one member of the faculty who held that teachers were the keyassessors in American education. Ultimately, his influence would guide my career(more about that below). I moved on from there to teach principles of soundassessment practice at the University of Minnesota before going on to five years ofcomplex application of psychometric theory as Director of test development at ACTin Iowa City, USA, creating and equating college admission tests. I felt I wassucceeding in bringing my traditional measurement expertise to bear on behalf ofstudent well-being and the improvement of the American educational system. I waswrong, and what happened next literally jolted me into reality. I became a dad.

As our munchkin entered school, wife Nancy and I had a front row seat—withdeep personal involvement—as the assessment processes in her schools andclassrooms began to have their effect on her learning life. As you might expect, wesaw the good, the bad, and the ugly unfolding before our very eyes. One did notneed a background in modern and classical test theory to realize how many thingscould go wrong in the realm of classroom assessment. The challenges were notcomplex. The danger of poor test quality became immediately apparent. There waslittle or no assessment expertise at hand to evaluate quality. I had had a sense of thisproblem since graduate school but had no sense of its depth or importance until ittouched our family directly. My career direction was immediately and profoundlychanged forever more.

I was sure I could help and began figure out how. My search for like-mindedcolleagues focused on classroom assessment in the USA came up empty. At thistime, virtually no one in our US measurement community showed any interest in

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understanding the emotional dynamics of assessment. But I did find and internalizethe writings of Terry Crooks in New Zealand. And I discovered a strong profes-sional network of interest in Canada. It became clear that I would need to reach outfar beyond my homeland if I was to acquire the needed expertise. I began attendingconferences from Vancouver to Calgary and back to Vancouver.

Soon, Nancy and I left the world of psychometrics behind for the sake ofimproving classroom assessment. We created the Assessment Training Institute(ATI) in an empty bedroom of our home in 1992. We planned it as a professionaldevelopment company intended to advance the assessment literacy of practicingteachers and school leaders. Our mission was to improve the quality of classroomassessments by translating complex validity and reliability concepts into com-monsense ideas that we could share with teachers using everyday language.

However, as this work progressed and as our daughter ascended through ele-mentary school, I became increasingly aware, again with the help of my teachersfrom other lands, of a far more serious issue in assessment in American schools.The assessment processes that formed the heart of our attempts to motivate studentlearning were causing at least as many students to give up in hopelessness as wereinspired to strive for academic success. In fact, because the mission of our schoolswas to sort students based on achievement measured using classroom assessments,major segments of our student population were supposed to give up in hopeless-ness. This was the motivational intent of our system of assessment. Once again, Icould find no one in the USA who seemed to care about the dynamics of theassessment experience from the student’s point of view.

Fortunately, it was at this time that Anne Davies from British Columbia, Canada,and Ruth Sutton of England entered my life. Again, the international assessmentcommunity came through for me. They helped me understand the power of studentinvolvement in the ongoing classroom assessment process as a way to develop instudents a sense of control over their own academic well-being—to help themmaintain the confidence that success is within reach if they keep striving. With thehelp of my international mentors, I expanded the mission of the AssessmentTraining Institute from merely improving classroom assessment quality to also helpteachers to master strategies for student-involved assessment. Still, I could find littleinterest in the US measurement community and so we pioneered on at ATI prettymuch on our own. Fortunately, however, we did discover increasing interest amongteachers and school leaders. Our professional development agenda filled up fast; ourbooks, training materials, videos, and events were received with enthusiasm andwere being used.

A few years later, I learned of the work of a research team at King’s CollegeLondon who had completed a comprehensive research review on the impact offormative assessment on student achievement and learning. Paul Black and DylanWiliam entered my learning life. It was as though the stars were continuing to alignas never before. Their review, published in 1998, was the foundation of the con-ception of ‘Assessment for Learning’ proposed by the UK Assessment ReformGroup. At ATI, we had been teaching lessons in student-involved assessment forseveral years just because they made such complete sense. Now, here were the

vi Foreword

researchers who could back it up with solid research evidence. I literally devouredthe lessons they offered. Furthermore, even more exciting was my discovery at thistime that Linda Allal, my brilliant graduate colleague, now at the University ofGeneva in Switzerland, was following the same career path as me—the use ofclassroom assessment as a teaching and learning tool. My international learningnetwork added a welcomed new teacher.

By this time, several leaders in the US measurement community had comeonboard. Lori Shepard at the University of Colorado was exploring ways toimprove preservice teacher preparation in classroom assessment. Linda DarlingHammond was developing standards of sound practice at Stanford, as was TomGuskey at Kentucky. Jim Popham had shifted the direction of his work and hisleading introductory assessment textbook clearly toward teachers and day-to-dayclassroom assessment. Clearly, classroom assessment was emerging.

We all seemed to be learning so much from each other about an exciting newvision of excellence in assessment—the use of day-to-day classroom assessment astool for promoting student confidence and achievement. Ruth Sutton and I arrivedat the conclusion that we needed to bring this growing international communitytogether. The synergy, we believed, would be very powerful. So we recruited teamsof like-minded teacher educators, researchers, and policy makers from Canada,Continental Europe, New Zealand, the UK, and the USA to come to Chester,England, in September 2001 for three days of mutual teaching and learning. Weprepared within our teams by collecting information to share and reflecting on keydiscussion topics. Then, we came together for the first time, and it was as though anew intellectual family had been born. Kindred spirits focused on the research base,matters of professional development on classroom assessment, and how policymight guide sound practice. We had so much to learn and so much work to do.

Since then, our collective journey to understanding has been rich indeed. Overthe past decade and a half, we have come together repeatedly to teach and learnfrom each other in Portland, Oregon, USA, in 2005; Dunedin, New Zealand, in2009; Bergen and Solstrand, Norway, in 2011; and Fredericton, Canada, in 2014.As our gatherings have evolved, new regions and nations have joined us. Indeed,the next generation of researchers, teachers, and policy makers has been added toour teams. Starting with the New Zealand event, each meeting is accompanied by aconference for local educators, so we can teach and learn from them. We will cometogether next in Brisbane, Australia, in 2016, and anticipation runs very high.

Following the Fredericton meeting, Dany Laveault and Linda Allal took theeditorial lead in preparing this volume which collects and reports on the lessons wehave learned since the Chester meeting. We concluded from the very beginning ofour journey that we needed to develop our understanding of keys to success inclassroom assessment and assessment for learning through sharply focusedresearch. We needed to create and bring into action high-quality professionaldevelopment experiences for teachers, school leaders, and policy makers. And weneeded to promote the kinds of assessment and educational policies that guidepractices that we know will promote each student’s academic and emotionalwell-being. As you read on in this volume, you will see that these same themes

Foreword vii

provide the organizational structure Dany, Linda, and the authors have used to poolour collective wisdom in 2016. Oh my God, as you will see, we have learned somuch!

And, I believe the presentations offered herein reveal that our impact has beenprofound. Even the last bastion of obsessive belief in accountability testing—theUSA—is awash with federal, state, and local research, policy, and professionaldevelopment in classroom assessment and assessment for learning. Our once smallcommunity is strong and growing. But, again as you will see, we have much workyet to do as we pursue a new vision of excellence in assessment. This volumedescribes that vision in three parts: Assessment Policy Enactment in EducationSystems, Professional Development and Collaborative Learning about Assessment,and Assessment Culture and the Co-Regulation of Learning. It is worthy of notethat each chapter in this book concludes with suggestions and recommendations ofways of meeting the challenges of implementation.

My thanks to all who have contributed to our collective learning and impact. Letthe work continue. Carry on.

Portland, OR, USA Rick StigginsFebruary 2016

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Acknowledgments

Some challenges are more easily met than others. The preparation of this bookpresented challenges of its own that were overcome thanks to the quality of thecontributions of the authors and the timeliness of their responses to our requests.We wish to thank the 33 authors, from 13 countries, who agreed to share theirexperience and reflections regarding the implementation of Assessment forLearning (AfL), the challenges they have encountered, and the ways of meetingthese challenges. The knowledge gained from implementation of AfL across a widespectrum of conditions in different countries allows better understanding of why thetransition from theory and policy to classroom practice has been met with varyingdegrees of success and how it can be improved. We particularly appreciate theefforts made by the authors to draw—from their extensive experience—suggestionsand recommendations that can be useful for an international audience of policymakers, professional development providers, and practitioners wishing to imple-ment assessment for learning. In addition, we wish to thank Dr. Rick Stiggins foragreeing to write the Foreword to this book. Rick’s foreword shares his personaljourney as a long-standing advocate of classroom assessment in support of studentlearning and as the initiator of an international network that held its first invitedsymposium in 2001.

This book is the fourth in ‘The Enabling Power of Assessment’ series thatSpringer has launched under the expert guidance of the Series Editor, Prof. ClaireWyatt-Smith. We thank her for her support in the preparation of this volume. Wealso would like to acknowledge the contribution of Dr. Anne Davies and Prof. AnnSherman who, along with Dany Laveault, organized the international symposiumon Assessment for Learning held in Fredericton, Canada, in April 2014. The idea ofthis book originated in discussions with the participants at this symposium.

We would particularly like to thank Annemarie Keur, Associate Editor atSpringer, for her encouragement and her expertise in guiding the preparation andproduction of this book. Finally, we wish to express our appreciation to the Facultyof Education at the University of Ottawa for the financial assistance it provided andto Dr. Scott Uzelman for the excellent quality of his proofreading and copy editing.

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Since the concept of Assessment for Learning was first proposed by theAssessment Reform Group in the UK in 1999, an expanding network of policymakers, professional development providers, and researchers—working in collab-oration with school leaders and classroom teachers—has moved the field forward ina variety of directions, as demonstrated by the contributions to this book.

x Acknowledgments

Contents

1 Implementing Assessment for Learning:Theoretical and Practical Issues . . . . . . . . . . . . . . . . . . . . . . . . . . 1Dany Laveault and Linda Allal

Part I Assessment Policy Enactment in Education Systems

2 Assessment Policy Enactment in Education Systems:A Few Reasons to Be Optimistic . . . . . . . . . . . . . . . . . . . . . . . . . . 21Dany Laveault

3 Making Meaning of Assessment Policy in AustraliaThrough Teacher Assessment Conversations . . . . . . . . . . . . . . . . . 35Lenore Adie and Jill Willis

4 Effective Enactment of Assessment for Learning and StudentDiversity in Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55J. Joy Cumming and Fabienne M. Van der Kleij

5 Formative Assessment Policy and Its Enactmentin the Philippines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Patrick Griffin, Louie Cagasan, Esther Care,Alvin Vista and Fe Nava

6 Communication and Collaboration: The Heart of CoherentPolicy and Practice in New Zealand Assessment . . . . . . . . . . . . . . 93Jenny Poskitt

7 More Than Good Intentions: Policy and Assessmentfor Learning in Scotland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Ernest Spencer and Louise Hayward

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Part II Professional Development and CollaborativeLearning About Assessment

8 Building Capacity: Professional Developmentand Collaborative Learning About Assessment . . . . . . . . . . . . . . . 131Dany Laveault

9 Implementing Assessment for Learning in Canada:The Challenge of Teacher Professional Development . . . . . . . . . . . 145Christopher DeLuca, Adelina Valiquette and Don A. Klinger

10 Teachers’ Professional Development in the Contextof Collaborative Research: Toward Practices of CollaborativeAssessment for Learning in the Classroom . . . . . . . . . . . . . . . . . . 161Lucie Mottier Lopez and Fernando Morales Villabona

11 Cooperative Learning About Assessment for Learning . . . . . . . . . 181Kari Smith

12 Developing Assessment for Learning Practice in a School Cluster:Primary and Secondary Teachers Learning Together . . . . . . . . . . 199Sue Swaffield, Roszalina Rawi and Amanda O’Shea

13 Implementing High Quality Assessment for Learning:Mapping as a Professional Development Tool for Understandingthe What to Learn, Why to Learn It, and How to Learn It . . . . . . . . 219Maria Araceli Ruiz-Primo

14 Assessment for Learning: A Framework for Educators’Professional Growth and Evaluation Cycles . . . . . . . . . . . . . . . . . 237Anne Davies, Sandra Herbst and Ann Sherman

Part III Assessment Culture and the Co-Regulationof Learning

15 The Co-Regulation of Student Learning in an Assessmentfor Learning Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259Linda Allal

16 Assessment Culture Versus Testing Culture:The Impact on Assessment for Learning . . . . . . . . . . . . . . . . . . . . 275Menucha Birenbaum

17 The Role of Classroom Assessment in SupportingSelf-Regulated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293Heidi Andrade and Susan M. Brookhart

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18 Scaffolding Self-Regulated Learning ThroughSelf-Assessment and Peer Assessment: Guidelinesfor Classroom Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . 311Ernesto Panadero, Anders Jonsson and Jan-Willem Strijbos

19 Assessment for Learning: Co-Regulationin and as Student–Teacher Interaction . . . . . . . . . . . . . . . . . . . . . 327Margaret Heritage

20 Supporting Students’ Learning: From TeacherRegulation to Co-Regulation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345Louise Bourgeois

Contents xiii

Editors and Contributors

About the Editors

Dany Laveault is a Professor Emeritus (2015) at the Faculty of Education,University of Ottawa, Canada. He served the Faculty as Vice Dean for Researchfrom 1998 to 2002. He has also been an invited professor at Université Libre deBruxelles four times since 1991. In 1995, he was awarded the Benoît Poulin Prize foroutstanding contributions in educational evaluation. From 1993 to 2001, he directedthe international journal Mesure et évaluation en éducation. From 2004 to 2015, heacted as an expert consultant for the Educational Quality and Accountability Officeof Ontario (EQAO) and more recently for the Ministry of Education of Quebec. Hiswritings in French and English have been published in over fifty scholarly journalsand books and have garnered him international recognition as an expert in educa-tional measurement and evaluation. The Faculty of Education granted him theAward for Excellence in Research in 2012. In 2014, DeBoeck released the thirdedition of his book on test theories. His research has focused on how assessmentpractices may be improved to develop students’ self-regulation skills, includingstudent self-motivation. He has published several papers on the role of studentself-assessment in learning and on teachers’ professional judgment as it relates to thenorms and standards of the teaching profession regarding classroom assessmenthttp://education.uottawa.ca/lafaculte/professeurs/?ref=detail_prof&id=100633.

Linda Allal is a Professor Emeritus in the Faculty of Psychology and EducationSciences at the University of Geneva, Switzerland. She obtained her Ph.D. ineducational psychology from Michigan State University. In a career spanning 33years as professor at the University of Geneva, she held positions as Chair of theEducation Sciences department and as Associate Dean of the Faculty. She served asPresident of the Association pour le développement des méthodologiesd’évaluation-Europe (Europe Association for the Development of EvaluationMethodologies) and as European editor of the journal of this association. After herinitial work on generalizability theory and its applications in educational mea-surement, she oriented her research primarily in two directions: the role of

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classroom assessment in support of student learning and the processes of regulationand co-regulation of learning in the areas of writing and mathematics in elementaryclassrooms. She was awarded an honorary doctorate by the University of Liège,Belgium, in 2013, in recognition of her research and publications on the relationsbetween teaching, learning, and assessment in classroom settings. Her recentpublications in French and English concern the co-regulation of student learning,the role of teachers’ professional judgment in summative assessment, and the waysstudents engage in classroom activities in the areas of writing and problem solvinghttp://unige.ch/fapse/people/allal.

About the Contributors

Lenore Adie is a Senior Research Fellow with the Assessment, Evaluation andStudent Learning Research Program in the Learning Sciences Institute Australia, atthe Australian Catholic University. Her research focuses on assessment and mod-eration processes as these contribute to supporting teachers’ pedagogical practicesand student learning. She has a further interest in the enactment of assessmentpolicy and the validity of assessment processes. Sociocultural theories of learningare utilized within her work to interpret this dynamic context. Her research hasgenerated new knowledge in the field of assessment focusing on quality inassessment practices and processes, in particular within systems ofstandards-referenced assessment http://lsia.acu.edu.au/.

Heidi Andrade is an Associate Professor of Educational Psychology andMethodology, and the Associate Dean for Academic Affairs at the School ofEducation, University at Albany—State University of New York, USA. Herresearch and teaching focus on the relationships between learning and assessment,with emphasis on student self-assessment and self-regulated learning. She haswritten numerous articles, including an award-winning article on rubrics forEducational Leadership (1997). She has edited or coedited several books onclassroom assessment, including the SAGE Handbook of Research on ClassroomAssessment (2013) and The Handbook of Formative Assessment (2010), and hasedited or coedited special issues of Theory Into Practice (2009) and AppliedMeasurement in Education (2013). She has enjoyed a long-term working rela-tionship with arts educators in New York City, with whom she has developed andimplemented formative assessments for the arts http://www.albany.edu/educational_psychology/68388.php.

Menucha Birenbaum is a Professor Emeritus of educational assessment at TelAviv University, Israel. She earned her Ph.D. in educational psychology (quanti-tative and evaluative research methodologies) at the University of Illinois atUrbana-Champaign, USA, and her MA in education (research methodologies,measurement, and evaluation) at Tel Aviv University. Menucha’s current researchfocuses on formal and informal assessment for learning (AfL) and school-relatedcontextual factors that facilitate or hinder the successful implementation of AfL, on

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learning environments that promote learners’ agency, and on large-scale diagnosticassessment. Menucha is currently leading a school-based professional developmentproject in AfL for science and math teams in 15 middle schools, targeting theirdevelopment as professional learning communities.

Louise Bourgeois is a Ph.D. student in the Faculty of Education at the Universityof Ottawa and currently teaches in the Faculty of Education at LaurentianUniversity in Sudbury, ON, Canada. Her research interests center on teachers’professional judgment, assessment for learning, and collaboration as a form ofprofessional development. In her doctoral dissertation, she focuses on how col-laboration can influence the quality of teachers’ assessment decisions to supportstudent learning. She has 25 years of experiential knowledge in education as ateacher, a principal, and an education officer at the Ministry of Education in Ontariowhere she was instrumental in the development and publication of many documentson assessment exemplars.

Susan M. Brookhart Ph.D.is an educational consultant and author. She is also anadjunct faculty member in the School of Education at Duquesne University,Pittsburg, USA. Dr. Brookhart was the 2007–2009 Editor of EducationalMeasurement: Issues and Practice and is currently an Associate Editor of AppliedMeasurement in Education. She serves on the editorial boards of several journalsand on several national advisory panels, including the Technical AdvisoryCommittee for the College Board’s Advanced Placement Program. She has beennamed the 2014 Jason Millman Scholar by the Consortium for Research onEducational Assessment and Teaching Effectiveness (CREATE) and is the recipientof the 2015 Samuel J. Messick Memorial Lecture Award from ETS/TOEFL. Dr.Brookhart’s research interests include the role of both formative and summativeclassroom assessments in student motivation and achievement, the connectionbetween classroom assessment and large-scale assessment, and grading.

Louie Cagasan is an academic with the Assessment, Curriculum and TechnologyResearch Centre, based in the University of the Philippines. He has the responsi-bility for psychometric work associated with a longitudinal research study designedto track students’ learning progress across different learning environments and isinvited as resource speaker on topics related to test development. Louie is the leadresearch officer in a study of formative assessment in the Philippines.

Esther Care is currently a Senior Fellow of the Brookings Institute in Washington,USA. She is a Fellow of the University of Melbourne Graduate School ofEducation, Australia. During her tenure at the University of Melbourne, she was theDeputy Director of the Assessment Research Centre and currently represents theUniversity as the interim Codirector of the Assessment, Curriculum andTechnology Research Centre at the University of the Philippines. Her doctoral workfocused on measurement of vocational interests and aptitudes and has extended herinterests in the area of educational assessment, assessment of early literacy, andcollaborative problem solving.

Editors and Contributors xvii

J. Joy Cumming is a Research Director of Assessment, Evaluation and StudentLearning in the Learning Sciences Institute Australia (LSIA) at Australian CatholicUniversity (http://lsia.acu.edu.au/people/professor-joy-cumming/). Recent publica-tions include Valuing Students with Impairments: International Comparisons ofPractice in Educational Accountability (Springer 2012). A former secondary schoolEnglish and mathematics teacher, her major research focus is educational assess-ment and accountability. Completion of formal law studies, including admission asa lawyer in the Supreme Court in Australia in 2009, has informed her assessmentresearch focus on equity and students with disabilities. She is leading a majorAustralian Research Council Discovery Project on working with teachers to provideadjustments in summative assessments for students with disability in mainstreamsubjects.

Anne Davies works with systems, schools, and educators in Canada and aroundthe world, focusing on system, school, and classroom alignment and learningthrough a variety of lenses, including engaging students in assessment, makingsound professional judgments, evaluation, and reporting. She has taught at alllevels. Anne’s graduate work focused on literacy, learning difficulties, andassessment. She has authored more than 30 books and multimedia resources in thearea of classroom assessment. Anne’s current research focuses on how leaders useassessment in the service of learning www.connect2learning.com.

Christopher DeLuca is an Associate Professor and Graduate Faculty member inClassroom Assessment and Curriculum Studies at the Faculty of Education,Queen’s University, Canada. Previously, Dr. DeLuca was an Assistant Professor atthe University of South Florida (Tampa, USA) and worked in the area of policyresearch in London, England. Dr. DeLuca’s research examines the complex inter-section of curriculum and pedagogy as operating within frameworks of educationalassessment and accountability. In particular, Dr. DeLuca’s research centers on howpreservice and in-service teachers learn to engage the complexities of assessingstudent learning in relation to the evolving accountability culture in today’sclassrooms. Dr. DeLuca’s work has been published in national and internationaljournals with continuous funding by the Social Sciences and Humanities ResearchCouncil of Canada. Dr. DeLuca is currently the President of the CanadianEducational Researchers’ Association and Coeditor of the Canadian Journal ofEducation.

Patrick Griffin held the Chair of Education (Assessment) at The University ofMelbourne, Australia, for almost 20 years as the Founding Director of theAssessment Research Centre. His work focuses on item response modeling appli-cations in interpretive frameworks for performance assessment, problem-solvingbehavior, and higher-order competency assessment and performance reporting. Heis a measurement team leader for UNESCO and the World Bank in Africa andSoutheast Asia. He has led several national and international studies of problemsolving, literacy, and numeracy and was the Executive Director of the Assessmentand Teaching of 21st Century Skills project.

xviii Editors and Contributors

Louise Hayward is a Professor of Educational Assessment and Innovation in theUniversity of Glasgow, Scotland, UK. For more than 20 years, Louise has workedwith researchers, policy makers, and practitioners to offer children and youngpeople in Scotland better life chances by bringing research, policy, and practice inassessment into closer alignment. She has researched and published extensively inthe fields of assessment, social justice, and transformational change. She was amember of the UK Assessment Reform Group and is currently a member of theInternational Symposium of Assessment for Learning Researchers. Louise has beeninvolved in research projects for a range of national and international funders,including major UK research councils and the European Union. Her most recentpublication, The Sage International Handbook on Curriculum, Assessment andPedagogy (Wyse, Hayward, and Pandya 2016), reflects her growing interest inexploring the interrelationship of curriculum, assessment, and pedagogy to promotesustainable change.

Sandra Herbst is a noted system leader, author, speaker, coach, consultant, andeducator with extensive experience in assessment, leadership, and adult learning.Her expertise, informed by wide-ranging practice and research, is enhanced by hercompassion and humor. She works with teachers, school and system leaders, andtrustees as they plan and implement organizational innovation and strategic direc-tion. Sandra has worked in both elementary and secondary schools as a classroomand specialty teacher, school administrator, and program consultant. She is theformer assistant superintendent of the second-largest school district in Manitobaand a past President of the Manitoba Association of School Superintendents and theManitoba ASCD Affiliate www.connect2learning.com.

Margaret Heritage joined WestEd, a research, development, and service agencybased in San Francisco, USA, as Senior Scientist in October 2014, after 12 years asan Assistant Director at the National Center for Research on Evaluation, Standards,and Student Testing (CRESST), at the University of California Los Angeles.Heritage’s current work focuses on formative assessment, particularly as instancesof co-regulation of student learning. In addition, she is conducting research onlanguage learning progressions as the foundation for formative assessment withEnglish learner students. Her work is published in peer-reviewed journals, editedbooks, and practitioner journals. Her latest book, Formative Assessment inPractice: A Process of Inquiry and Action, and her coauthored book, EnglishLanguage Learners and the New Standards, are published by Harvard EducationPress.

Anders Jonsson is a Professor of Education at Kristianstad University, Sweden.His main research interest is in classroom assessment, both for summative and forformative purposes, but he has also been responsible for the development of theSwedish National Assessments in biology, chemistry, and physics for year 6 incompulsory school. Currently, Anders is working on a research project funded bythe Swedish Research Council, investigating how teachers handle the needs of‘borderline students’ who are at risk of failing certain subjects in school. He is also,

Editors and Contributors xix

together with Ernesto Panadero, exploring the relationship between Assessment forLearning (AfL) and Self-Regulated Learning (SRL), as well as how the use ofscoring rubrics can support both AfL and SRL.

Don A. Klinger is a Professor in assessment and evaluation and the AssociateDean of Graduate Studies and Research at the Faculty of Education, Queen’sUniversity, Kingston, Canada. Dr. Klinger’s research explores both classroomassessment and the psychometric and policy issues of large-scale assessments,program evaluation, and measures of school effectiveness. Dr. Klinger is particu-larly interested in the methods we use to evaluate students and the subsequentdecisions, practices, and policies that arise from these assessment practices.Through his ongoing funding and research, Dr. Klinger has built strong researchcollaborations and communication between the research community and practicingeducators. Dr. Klinger was the Cochair of the task force that published theAmerican National Standards Institute–approved Classroom Assessment Standardsfor the Joint Committee on Standards for Educational Evaluation (JCSEE).

Fernando Morales Villabona is a Ph.D. student in the Faculty of Psychology andEducation Sciences at the University of Geneva, Switzerland. Currently working asan Assistant of Professor Lucie Mottier Lopez, he is a member of the research groupEReD (Evaluation, Régulation et Différenciation des apprentissages). His researchinterests center on assessment for learning, social interaction among students, andregulation of learning in educational contexts. In his doctoral dissertation, hefocuses on practices of collaborative assessment for learning in the classroom andthe ways they can support the development of interpersonal regulation of learningprocesses involving primary school students.

Lucie Mottier Lopez is an Associate Professor in the Faculty of Psychology andEducation Sciences at the University of Geneva, Switzerland. Her research con-cerns assessment and the regulation of learning in educational contexts. She servedtwo terms (2008–2012) as president of an international association in the area ofeducational assessment and evaluation (Association pour le développement desméthodologies de l’évaluation-Europe). She is the author of numerous articles andchapters on assessment. Her latest book (2015) concerns formative and summativeassessment of student learning in the classroom context. Her research group hasdeveloped collaborative research aimed at producing knowledge about teachers’assessment beliefs and practices and at enhancing teachers’ professional develop-ment in the area of assessment www.unige.ch/fapse/ered/index.html.

Fe Nava is a specialist in Educational Research and Evaluation, with interests alsoin educational psychology, psychological statistics, and measurement, in theCollege of Education at the University of the Philippines. She has acted as thecoordinator of the assessment research program at the Assessment, Curriculum andTechnology Research Centre at the University of the Philippines.

xx Editors and Contributors

Amanda O’Shea is a Senior Lecturer in mathematics education at the Universityof Northampton, UK, where she leads the postgraduate certificate program forspecialist teachers of primary mathematics. Amanda also teaches in the masters’programs in mathematics education. Previously, she worked as a primary teacherfor 12 years before moving on to teach and research mathematics education andassessment for learning at the University of Northampton. Amanda’s doctoralresearch focused on teachers’ conceptions and practices in assessment for learningand children’s developing autonomy in primary mathematics. She is currentlyresearching early career teachers’ expectations of mathematics teaching andeffective Continuing Professional Development within mathematics and assessmentfor learning.

Ernesto Panadero is a Researcher in the Faculty of Psychology at UniversidadAutónoma de Madrid, Spain (http://www.ernestopanadero.es). His research focus istwofold. The first is to study the relationship between self-regulated learning andthe use of formative assessment (self-assessment and peer assessment). Secondly,he seeks to understand and promote self-regulated learning at the individual leveland socially shared regulated learning at the collaborative learning level. He is oneof the coordinators of the Special Interest Group ‘Assessment and Evaluation’of the European Association for Research on Learning and Instruction and amember of the Continental Europe team in the Assessment for LearningInternational Network (AfLIN).

Jenny Poskitt is a Senior Lecturer in the Institute of Education, at MasseyUniversity in New Zealand. Jenny’s interest in assessment began in her early careeras a primary teacher, teaching children across the junior and middle school areas,and deepened in more than two decades of research and postgraduate teaching.Jenny has led New Zealand-wide research projects in assessment (e.g., exemplardevelopment and evaluation of Assess to Learn professional learning) and partic-ipated in an OECD project. She contributes to various government- andministry-level advisory groups and publishes internationally on assessment.

Roszalina Rawi is currently a Ph.D. student in the Faculty of Education atCambridge University, UK. Her areas of research include Assessment for Learningand Malay Language Education. In Singapore, Roszalina lectures at the NationalInstitute of Education where she works with postgraduate diploma, degree, anddiploma in education teachers. Her specialization is assessment and MalayLanguage teaching pedagogy. She is also a practicum supervisor working closelywith school leaders to develop the teaching practices of beginning teachers.Previously, Roszalina worked at various secondary schools in Singapore for eightyears with the Ministry of Education. Her current research is a landmark study ofAssessment for Learning practices of teachers within the Singapore MalayLanguage classroom.

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Maria Araceli Ruiz-Primo is an Associate Professor at the Graduate School ofEducation, Stanford University, USA. She investigates teachers’ assessment prac-tices and the assessment of student learning at both the large-scale and classroomlevels. Her recent research work focuses on the development and evaluation ofinstructionally sensitive assessments and instruments for evaluating formativeassessment practices in the classroom. Recently, she coedited a special issue onassessment in the Journal of Research in Science Teaching. The work reported inthis book was conducted while she was Director of the Laboratory of EducationalAssessment, Research, and Innovation at the School of Education and HumanDevelopment, University of Colorado Denver.

Ann Sherman is currently the Dean of Education at the University of NewBrunswick, Canada. Ann started her teaching career as a high school science andmath teacher and moved to elementary school teaching. She earned a graduatedegree in Leadership and then a M.Ed. in Curriculum and Instruction from theUniversity of New Brunswick. She ended her public school teaching career as aschool administrator before completing a Ph.D. at the University of Nottingham.She has taught in university settings since 1996 and continues to teach and researchearly learning, formative assessment, inquiry-based science, and the connectionsbetween all three.

Kari Smith Ph.D. is currently the Head of the Norwegian National ResearchSchool in Teacher Education (NAFOL) at the Norwegian University of Science andTechnology, in Trondheim, Norway. She has acted as the head of teacher educationprograms abroad as well as at the University of Bergen, Norway. Her main researchinterests are teacher education, professional development, mentoring noviceteachers, and assessment for and of learning. Kari Smith is active in the EuropeanAssociation for Research in Learning and Instruction (EARLI); she has beencoordinator of the EARLI Special Interest Group ‘Assessment and Evaluation’ and,more recently, coordinator of the Special Interest Group ‘Teaching and TeacherEducation.’ She has published widely and has given invited talks in Australia, NewZealand, China, Dubai, Korea, Singapore, Africa, USA, South America, Europe,Israel, and in her own country, Norway.

Ernest Spencer an Honorary Senior Research Fellow in the School of Education,University of Glasgow, Scotland, UK, has promoted, conducted research on, andwritten about ‘assessment as part of teaching’ and assessment for learning since the1970s. He led major assessment projects at the Scottish Council for Research inEducation (1970s–80s) and assessment policy and teachers’ continuing professionallearning as the National Specialist for Assessment for Her Majesty’s Inspectors ofEducation Scotland during the development (1980s–2000) of assessment forlearning, national monitoring, and national qualifications. More recent work hasincluded promotion and evaluation of assessment for learning with OECD, Scottishgovernment, Education Scotland, and local authorities, with particular emphasis onthe coherence of the interrelationship of curriculum pedagogy and assessment inpolicy and in practice.

xxii Editors and Contributors

Jan-Willem Strijbos is a Full Professor in the Department of Educational Sciencesat the University of Groningen, the Netherlands (http://www.rug.nl/staff/j.w.strijbos/). He received his masters’ degree from the Radboud UniversityNijmegen in 1999 and his Ph.D. degree (with honors) from the Open Universityof the Netherlands in 2004. From 2005 to 2010, he was a Postdoctoral Researcherand Assistant Professor in the Institute for Child and Education Studies at LeidenUniversity. From 2011 to 2016, he was a Professor in the Department ofPsychology at the Ludwig-Maximilians-Universität München, Munich, Germany.He is a coordinator of the Special Interest Group ‘Assessment & Evaluation’ of theEuropean Association for Research on Learning and Instruction. His researchfocuses on the design, implementation, and effectiveness of interactive learningpractices (collaborative learning, peer assessment and feedback, learning commu-nities) in physical and virtual settings.

Sue Swaffield is a Senior Lecturer at the University of Cambridge, Faculty ofEducation, UK, and Adjunct Research Fellow at Griffith University, Australia. Sheresearches and teaches in the fields of educational leadership and assessment,building on two decades of school teaching and advisory work. Sue is an AssociateEditor for Professional Development in Education and on the Editorial AdvisoryBoard of Assessment in Education: Principles, Policy and Practice. Her 2011article, ‘Getting to the heart of authentic assessment for learning,’ has consistentlybeen one of the journal’s five most read articles. Her books include UnlockingAssessment, and she has written the assessment chapters for five editions of AndrewPollard’s classic text Reflective Teaching in Schools. Sue is a past president andhonorary life member of the Association for Achievement and Improvement throughAssessment (AAIA), a Syndic of Cambridge University Press, and a Fellow ofWolfson College, Cambridge https://www.educ.cam.ac.uk/people/staff/swaffield/.

Fabienne M. Van der Kleij is a Research Fellow in Assessment, Evaluation andStudent Learning research of the Learning Sciences Institute Australia (LSIA) atAustralian Catholic University (http://lsia.acu.edu.au/people/dr-fabienne-van-der-kleij/). Her research covers various topics in the area of formative assessment. Recentand ongoing research has focused on, for example, formative assessment for diversestudents, including students with severe disability, formative assessment and feed-back, curriculum in the Australian context, and assessment for learning in classroompractice. A specific focus is on the role of technology in providing effective feedbackfor students as well as capturing teacher–student formative interactions.

Adelina Valiquette is a Ph.D. candidate in Assessment and Evaluation at Queen’sUniversity Faculty of Education, Canada, under the supervision of Dr. ChristopherDeLuca. Adelina earned a M.Ed. degree from Queen’s in 2015 and a B.Ed. fromthe University of Ottawa in 2009. Adelina has taught secondary mathematics andscience in Ontario, Portugal, and Korea. These teaching experiences led her toresearch the application of formative assessment practices within diverse classroomenvironments. While currently working toward a Ph.D., Adelina continues to buildher own capacity in assessment as a part-time classroom teacher.

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Jill Willis is a Senior Lecturer in the Faculty of Education at QueenslandUniversity of Technology, Brisbane, Australia. Her teaching and research interestsfocus on understanding how teachers and leaders create opportunities withinassessment practices to enable learner agency. She studies student and teacherperspectives of assessment using visual and digital feedback loops to understandhow personal reflexivity can inform system change. With Dr. Lenore Adie, she hasresearched with teachers in Queensland schools to understand how new nationalassessment standards are interpreted into classroom assessment practices http://eprints.qut.edu.au/view/person/Willis,_Jill.html.

Alvin Vista is a Research Fellow at the University of Melbourne, Australia. Hisdoctoral research was based on data from the Assessment and LearningPartnerships (ALP), a large-scale research program funded by the AustralianResearch Council, to look at factors explaining the growth in student achievement.He has been extensively involved in the development of the problem-solvingassessments in ALP and the data analysis for the project. In partnership with theAssessment, Curriculum and Technology Research Centre in the Philippines, he isinvolved in an ongoing project that surveys formative assessment practices inPhilippine public schools to identify areas that are amenable to systemic change.His research interests include test development, research methods, and large-scaleassessments.

xxiv Editors and Contributors