Developing Assessment for Learning Practice in a School Cluster: Primary and Secondary Teachers Learning Together

Sue Swaffield, Roszalina Rawi, Amanda O'Shea*

*Corresponding author for this work

    Research output: Contribution to Book/ReportChapterpeer-review


    The nature of professional development for the sustained implementation
    of assessment for learning (AfL) is a pressing and perennial challenge. So too is
    pupil transfer between schools. This chapter explores how cross-phase collaborative learning supports the development of AfL practice. Teachers from a secondary school and its seven feeder primary schools worked together using three principles of AfL derived from previous research to assist analysis of existing practices, to plan developments, and to scaffold discourse. The value of this approach was revealed by data gathered through questionnaires and interviews with teachers in the working group, along with observations of workshops at which participant teachers shared their work with other teachers, who were also invited to complete a questionnaire. It is suggested that AfL, underpinned by the principles of making learning explicit, promoting learning autonomy, and focusing on learning, can act as a pedagogical unifier across age ranges and subjects and thus aid pupil transfer. Recommendations are proposed for teachers, policymakers, and particularly school leaders.
    Original languageEnglish
    Title of host publicationAssessment for Learning: Meeting the Challenge of Implementation
    Subtitle of host publication The Enabling Power of Assessment 4
    EditorsD. Laveault , L. Allal
    Place of PublicationSwitzerland
    PublisherSpringer International Publishing
    Number of pages18
    ISBN (Electronic)9783319392110
    ISBN (Print)9783319392097
    Publication statusE-pub ahead of print - 16 Jul 2016


    • Social Capital
    • Professional Development
    • School Leader
    • Assessment Practice
    • Primary School Teacher


    Dive into the research topics of 'Developing Assessment for Learning Practice in a School Cluster: Primary and Secondary Teachers Learning Together'. Together they form a unique fingerprint.

    Cite this