Two teachers making assessment for learning their own

The Classroom Assessment Project to Improve Teaching and Learning (CAPITAL) set out to understand how teachers attempt to modify their classroom practices as they grapple with new ideas about using assessment in their own classrooms to improve learning. CAPITAL documented the classroom activities an...

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Bibliographic Details
Published in:Curriculum journal (London, England) England), 2005-06, Vol.16 (2), p.177-191
Main Authors: Sato, Mistilina, Coffey, Janet, Moorthy, Savitha
Format: Article
Language:English
Subjects:
Class Activities
classroom assessment
Curriculum Development
Learning Activities
Program Effectiveness
Science Teachers
science teaching
teacher change
teacher development
Teaching Methods
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Summary:The Classroom Assessment Project to Improve Teaching and Learning (CAPITAL) set out to understand how teachers attempt to modify their classroom practices as they grapple with new ideas about using assessment in their own classrooms to improve learning. CAPITAL documented the classroom activities and discussions among groups of middle school science teachers over four years. Through the stories of two of the teachers in the project, this article describes some of the variations in how the teachers in the project integrated, adapted and incorporated assessment for learning into their everyday teaching practice. We see Louise draw upon her background as a scientist to use student work as data that drive her teaching decisions, and we see Anthony approach his assessment work within a curricular framework with the ultimate goal of influencing his colleagues in the school district. The variations between the two teachers are significant, emphasizing the highly contextualized and personal nature of change for teachers.
ISSN:0958-5176
1469-3704
DOI:10.1080/09585170500135996