Nested contexts that shape assessment "for" learning: School-based professional learning community and classroom culture

Birenbaum, Menucha; Kimron, Helena; Shilton, Hany

doi:10.1016/j.stueduc.2011.04.001

Cited by 66Student Assessment and FeedbackEvaluation of Teaching PracticesEducational Assessment and Improvement

Nested contexts that shape assessment "for" learning: School-based professional learning community and classroom culture

Birenbaum, Menucha, Kimron, Helena, Shilton, Hany·2011·Studies in Educational Evaluation

DOI 10.1016/j.stueduc.2011.04.001

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Several studies found assessment literacy to be important for AfL.
“Several studies found assessment literacy to be important for AfL”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Birenbaum, Kimron, & Shilton, 2011
Several studies found that goal setting can promote the use of DBDM or AfL.
“Several studies found that goal setting can promote the use of DBDM or AfL”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Birenbaum et al., 2011
Fifteen studies concluded that teachers need pedagogical content knowledge (PCK) to be able to implement DBDM or AfL.
“Fifteen studies concluded that teachers need pedagogical content knowledge (PCK) to be able to implement DBDM or AfL”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Birenbaum et al., 2011
A negative attitude can hinder the use of DBDM or AfL.
“A negative attitude can hinder the use of DBDM or AfL”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Birenbaum et al., 2011
A more constructivist teacher stance can enable formative assessment use.
“Birenbaum et al. (2011), Penuel et al. (2007), Rakoczy et al. (2008), and Sach (2013) found that a more constructivist teacher stance (e.g., students should become autonomous and are capable of learning on their own) can enable formative assessment use.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Birenbaum et al. (2011)

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Authors: Birenbaum, M., Kimron, H., & Shilton, H.
Affiliations: Tel Aviv University (IL)
Corresponding author: Birenbaum, Menucha
ORCID: Birenbaum, Menucha
Venue: Studies in Educational Evaluation
Publisher: Elsevier BV
Published: 2011-03
Volume: 37
Issue: 1
Pages: 35-48
ISSN: 0191-491X (ISSN-L)
DOI: 10.1016/j.stueduc.2011.04.001
OpenAlex: W2016609950
Cited by: 66
References: 66
Citations by year: 2026: 1 · 2025: 2 · 2024: 1 · 2023: 6 · 2022: 6 · 2021: 10 · 2020: 7 · 2019: 9 · 2018: 4 · 2017: 2 · 2016: 4 · 2015: 5 · 2014: 6 · 2013: 1 · 2012: 1
FWCI: 13.85
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Studies In Educational Evaluation (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Keywords: assessment for learning, classroom culture, in-service teachers, primary school teachers, inquiry practices, teacher learning, school context

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