Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching

Abstract

Purpose: This article examines how 34 teachers self-assessed their work with the nine Assessment for Learning (AfL) strategies in teaching and their own suggestions for improvement as evidenced by the reflective statements given on reflection forms. Design/Approach/Methods: The sample was a group of 34 teachers from 10 primary schools and 10 kindergartens who have participated in the project. School Development Officers (SDOs) were assigned to conduct class observations in the schools, in which they recorded whether the teachers had used the AfL strategies in teaching. The SDOs would also share and discuss the comments with the teachers who had returned the self-reflection forms in which they wrote their feedback on the research questions. Findings: The findings show that teachers in kindergartens and teachers in primary schools might have different emphases on the nine AfL strategies in teaching. Their own suggested room for improvement in practicing AfL skills has provided insights for enhancing teaching effectiveness. Originality/Value: We propose that reflective practices can generate a “reflective spiral” of planning, acting, observing, and then reflecting. The study shows that reflective practitioners become professional experts who are able to assure the quality of teaching by self-enhancement and self-improvement.