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Understanding Assessment for Learning values and practices across diverse contexts

This research builds on earlier work which explored the complexities surrounding the development and embedding of successful Assessment for Learning (AfL) practices in centres across diverse international Cambridge (Cambridge International Examinations) contexts. The current study sought to gather nuanced insights into teachers’, practices in these centres. It also sought to gather evidence on the values that influence these practices and how congruent with these values they perceive their practices to be. The participating teachers completed a survey that probed the nature of the school culture through a series of statements about learning at pupil, teacher and whole school level. The first phase of analysis used the survey data to build a profile of teachers’, conceptualisations of AfL across a single national context. The second phase grouped centres from across the study contexts according to a set of pre-defined attributes, such as student characteristics and local demographics. Both analyses allowed any similarity and diversity within a single context and across national contexts to be captured and explored. This work is important to the pedagogic claims Cambridge makes about the delivery of its programmes of learning and will provide invaluable information in supporting the profile of the Cambridge Teacher. ,Key words: Assessment for Learning, national contexts, teacher values, teacher practices ,

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