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Assessment-as-learning in classrooms: the challenges and professional development

2021; Taylor & Francis; Volume: 47; Issue: 2 Linguagem: Inglês

10.1080/02607476.2021.1885972

1360-0540

Zi Yan,

Teacher Education and Leadership Studies

This study aimed to identify teachers' perceived challenges in implementing assessment-as-learning (AaL) in classrooms, and evaluate the impact of a one-year professional development programme (PDP) designed for 47 teachers in a Hong Kong primary school to promote AaL implementation. Findings showed that the PDP increased the frequency and appropriateness of AaL implementation when on-site support was also provided, otherwise changes were not substantial. It suggests that systematic supporting measures should be provided together with PDPs to address the challenges teachers encountered in implementing AaL.