Toward a Teacher Professional Learning Continuum in Assessment for Learning
Bibliographic record
Abstract
Over the past 15 years, assessment for learning (AfL) has emerged as a key area of teacher practice with policy mandates around the world supporting teachers’ implementation of the underlying components of this pedagogical approach. While procedural and selective implementation of AfL strategies has been observed within research (i.e., implementing the letter of AfL), promoting a spirit of AfL appears far more challenging. There is a critical need to better understand how teachers develop AfL capacity within their practice to effectively cultivate a spirit of AfL in their classrooms. The purpose of this study was to describe a learning continuum for teachers’ implementation of AfL as based on data from 88 teachers. Specifically, interview and observational data were analyzed to describe five developmental stages demarcating shifts in teachers’ conceptual understandings and enacted AfL practices. The resulting learning continuum provides an empirical foundation for responsive teacher education that facilitates teachers’ continued learning toward more meaningful AfL implementation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.032 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.004 | 0.008 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".