Assessment for learning (AfL) and school leadership : a case study of the senior management team’s role in sustaining AfL in one state primary school

Abstract

Assessment has always been important for the Maltese education system and now, with the introduction of the Learning Outcome approach, formative assessment has gained more attention following the new demands faced by class teachers. For a successful implementation of Assessment for Learning (AfL), support, appraisal and review from the leader are necessary. Thus, this study investigates how the School Management Team’s (SMT) knowledge of AfL is influencing its implementation, the support provided to teachers and also the teachers’ perceptions of the matter. This case study was conducted in one state primary school that has been using AfL strategies for four years. It involved the SMT members and every class teacher. A mixed-method approach, consisting of semi-structured interviews with every SMT member, web-based surveys with all the class teachers and class observations in a few selected classrooms, was adopted. Interestingly, a link between the SMT’s and teachers’ data was found in that both indicate a partial level of knowledge of AfL. This implies that the SMT’s perception influences the teachers’ thoughts directly, and thus, their understanding. In fact, this was also evident in the teachers’ practices, as only one third were involved in the true spirit of AfL. This seems to be an acknowledged fact as they expressed their wishes for more constructive feedback. Moreover, they would also like to practise peer coaching for continuous professional development.