Cycles of inquiry: Formative assessment in service of learning in classrooms and in school-based professional communities

Studies in Educational Evaluation

Volumn 35, Issue 4, 2009, Pages 130-149

  Birenbaum, Menucha ^a   Kimron, Helena ^a   Shilton, Hany ^a   Shahaf Barzilay, Rinat ^a  

^a TEL AVIV UNIVERSITY   (Israel)

Author keywords

Assessment for learning; Classroom assessment; Formative assessment; Organizational learning

Indexed keywords

EID: 76349096908     PISSN: 0191491X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.stueduc.2010.01.001     Document Type: Article

References (44)

1. Assessment Reform Group (ARG) (1999). Assessment for learning: Beyond the black box. Cambridge UK: University of Cambridge School of Education.
2. Assessment Reform Group (ARG) (2002). Assessment for learning: 10 principles. Cambridge UK: University of Cambridge School of Education.
3. Argyris C., and Schön D. Organizational learning (1978), Addison-Wesley, Reading
4. Bambino D. Critical friends. Educational Leadership 59 6 (2002) 25-32
5. Bandura A. Perceived self-efficacy in cognitive development and functioning. Educational Psychologist 28 2 (1993) 117-148
6. Birenbaum M. Assessment 2000: Toward a pluralistic approach to assessment. In: Birenbaum M., and Dochy F.J.R.C. (Eds). Alternatives in assessment of achievement, learning processes and prior knowledge (1996), Kluwer, Boston, MA 3-29
7. Birenbaum M. Promoting self-regulated learning through teacher intervention (2000), Ministry of Education, Jerusalem (96 pp.) (Hebrew)
8. Birenbaum M. New insights into learning and teaching and their implications for assessment. In: Segers M., Dochy F., and Cascallar E. (Eds). Optimizing new methods of assessment: In search of qualities and standards (2003), Kluwer, Boston, MA 13-36
9. Birenbaum M., Yoed Z., Kats S., and Kimron H. In constant construction: Instruction-learning-assessment (ILA) culture that promotes self-regulated learning in the elementary school (an electronic book) (2004), Ministry of Education, Jerusalem (Hebrew)
10. Birenbaum M. Assessment for learning. Hed Hachinuch 81 7 (2007) 40-46 (Hebrew)
11. Birenbaum M. Assessment for learning and characteristics of school-based community of practice that empower it. In: Kashti Y. (Ed). Haaracha, hinuch yehudi ve-toldot hachinuch-Asufa le'zecher Professor Arie Lewy (Assessment, Jewish education, and history of education-collection in memory of Professor Arie Levy) (2009), Tel Aviv, Ramot 77-100 (Hebrew)
12. Black P., and Wiliam D. Assessment and classroom learning. Assessment in Education 5 1 (1998) 7-74
13. Black P., and Wiliam D. Assessment for learning in the class. In: Gardner J. (Ed). Assessment and learning (2006), Sage, London 9-25
14. Brown A. Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In: Weiner F., and Kluwe R. (Eds). Metacognition, motivation, and understanding (1987), Erlbaum, Hilsdale, NJ 65-116
15. Calfee R.C., and Masuda W.V. Classroom assessment as inquiry. In: Phye G.D. (Ed). Handbook of classroom assessment: Learning, achievement, and adjustment (1997), Academic Press, NY 69-102
16. Cho D.Y. The connection between self-directed learning and the learning organization. Human Resource Development Quarterly 13 4 (2002) 467-470
17. Crooks T. J. (2006 August). Excellence in assessment for accountability purposes. Keynote address presented at the Northumbria EARLI SIG Assessment Conference (Newcastle, UK).
18. Delandshere G. Assessment as inquiry. Teachers' College Record 104 7 (2002) 1461-1484
19. DuFour R., and Eaker R. Professional learning communities at work: Best practices for enhancing student achievement (2002), National Educational Service, Bloomington, IN
20. Entwistle N. Understanding classroom learning (1986), Hodder & Stoughton, London
21. Flavell J.H. Metacognition and cognitive monitoring. American Psychologist 34 (1979) 906-911
22. Fullan M. The new meaning of educational change. 3rd ed. (2001), Teacher College, New York
23. Garciam T., and Pintrich P. Assessing students' motivation and learning strategies in the classroom context: The motivated strategies for learning questionnaire. In: Birenbaum M., and Dochy F.J.R.C. (Eds). Alternatives in assessment of achievements, learning processes and prior knowledge (1996), Kluwer Academic Publishers, Boston, MA 319-339
24. Have P. Doing conversation analysis: A practical guide (1999), Sage, London
25. Kimron, H. (Dissertation in preparation). The quality of assessment for learning in elementary schools that differ in their level of School-based Professional Community (SBPLC).
26. Koretz, D., McCaffrey, D., & Hamilton, L. (2001). Toward a Framework for validating gains under high-stakes Conditions. CSE Technical Report 551. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing.
27. Kruse S.D., Louis K.S., and Bryk A.S. An emerging framework for analyzing school-based professional community. In: Louis K.S., and Kruse S.D. (Eds). Professionalism and community: Perspectives on reforming urban schools (1995), Corwin Press, Thousand Oaks, CA
28. In: Labov W. (Ed). Language in the inner city: Studies in the Black English vernacular (1972), University of Pennsylvania Press, Philadelphia
29. McLaughlin M.W., and Talbert J.E. Building school-based teacher learning communities: Professional strategies to improve student achievement (2006), Teachers College, NY
30. Poper M., and Lipshitz R. Organizational learning mechanism: A structural and cultural approach to organizational learning. Journal of Applied Behavioral Science 34 2 (1998) 161-179
31. Sadler D.R. Formative assessment and the design of instructional systems. Instructional Science 18 (1989) 118-144
32. Schommer-Aikins M. Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist 39 1 (2004) 19-29
33. Schnellert L.M., Butler D.L., and Higginson S.K. Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. Teaching and Teacher Education 24 3 (2008) 725-750
34. Schön D. Educating the reflective practitioner: Toward a new design for teaching and learning in the profession (1987), Jossey-Bass, San-Francisco
35. Sergiovanni T.J. The principalship: A reflective practice perspective. 3rd ed. (1995), Allyn & Bacon, Boston MA
36. Shahaf-Barzilay, R. (Dissertation in preparation). Patterns of collaborative knowledge building and the quality of the knowledge in elementary schools that differ in their level of school-based professional community (SBPLC).
37. Shilton, H. (Dissertation under review). Organizational learning and external evaluation: The preparedness for external tests, utilization of their results and their impact on instructional planning in elementary schools that differ in their level of organizational learning.
38. Stiggins R. From formative assessment to assessment FOR learning: A path to success in standard-based schools. Phi Delta Kappan 87 4 (2005) 324-328
39. Stoll L., Bolam R., Mcmahon A., Wallace M., and Thomas S. Professional learning communities: A review of the literature. Journal of Educational Change 7 (2006) 221-258
40. Tishman S., Perkins D., and Jay E. The thinking classroom: Learning and Teaching in a culture of thinking (1995), Allyn and Bacon, Needham Heights, MA
41. Weber, R. P. (1990). Basic content analysis (2nd ed.) Newbury Park, CA.
42. Wiliam, D. (2007-2008). Changing classroom practice. Educational Leadership, 65 (4), 36-42.
43. Wyatt-Smith, C. M., & Bridges, S. (2008). Meeting in the middle-Assessment, pedagogy, learning and students at educational disadvantage. Evaluation for The Literacy and Numeracy in the Middle Years of Schooling Initiative Strand A. Retrieved Feb. 2009, from .
44. Zimmerman B.J., and Schunk D.H. Self regulated learning and academic achievement: theoretical perspectives (2001), Erlbaum, Mahwah, NJ