LCT-5002

Adie, L., Addison, B., & Lingard, B. (2021). Assessment and Learning: An In-Depth Analysis of Change in One School’s Assessment Culture. Oxford Review of Education, 47(3), 404–422.
This reading presents an in-depth investigation into the introduction of an assessment system at one school. The study focuses on the educational context of a high-performing school where school leaders decided to prioritize learning rather than summative assessment. The findings reveal the practices required to make critical changes to the assessment culture and related assessment systems for the school, within a context of national assessment accountabilities and high community expectations. These practices include the collaboration of school leaders with teachers, students, and parents to drive change while maintaining high performance.

Birenbaum, M. (2016). Assessment culture versus testing culture: The impact on assessment for learning. In D. Laveault & L. Allal (Eds.), ). Assessment for Learning: Meeting the Challenge of Implementation (Vol. 00004, pp. 275-292). Springer.
Assessment plays a crucial role in the learning process, serving both as a tool for measuring students' understanding and as a means to enhance and guide their success. This chapter focuses on creating an assessment culture within schools. An instructional leader is primarily responsible for overseeing and improving the teaching and learning process within a school, which includes actively utilizing assessment to monitor student progress, informing curriculum adjustments, and providing targeted feedback to teachers to enhance instruction.

Avdiu, V. & Ahmedi, V. (2024). Alternative Assessment Strategies to Enhance Learning for Students with Special Needs. Journal of Social Studies Education Research, 15(5), 1–25.
Conventional assessment methods frequently do not accommodate diverse learning styles and individual requirements, which may impede student engagement and academic achievement. This study analyzed the effectiveness of alternative assessment tools in enhancing the learning process through alignment with diverse student perspectives, interests, and abilities. The findings demonstrate that alternative assessment methods effectively promote a supportive and inclusive learning environment. This study also highlights the necessity of equipping educators with sufficient training and resources for the effective implementation of alternative assessment strategies.

Wang, Y. & Li, S. (2020). Issues, Challenges, and Future Directions for Multilingual Assessment. Journal of Language Teaching & Research, 11(6), 914–919.
Multilingual teaching and learning practices are often implemented in K-12 classrooms. However, issues related to multilingual assessment are rarely investigated. With the growing population of multilingual learners in the classroom, there is a great need to understand what multilingual assessment is and how to assess students who come from culturally and linguistically diverse backgrounds. The authors discuss the challenges of implementing multilingual assessment, offer an overview of the different approaches, and call for more work to be conducted using the approaches.

Yao, Y., Amos, M., Snider, K., & Brown, T. (2024). The impact of formative assessment on K-12 learning: a meta-analysis. Educational Research & Evaluation, 29(7/8), 452–475.
The authors of this article seek to provide a more definitive understanding of the usefulness of formative assessment. Their study results confirmed the usefulness of formative assessment. The effect size was similar across different types of formative assessments (e.g., self-assessment vs peer assessment) and content domains (e.g., English language, mathematics, science, etc.).