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Studying changes in the practice of two teachers developing assessment for learning

Lee, Clare and Wiliam, Dylan (2005). Studying changes in the practice of two teachers developing assessment for learning. Teacher Development: An international journal of teachers' professional development, 9(2) pp. 265–283.

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This article describes changes in the practice of two teachers, observed over an 18-month period, who were participating in a study intended to support teachers in developing their use of assessment in support of learning. The design of the intervention allowed each teacher to choose for themselves which aspects of their practice to develop. Analysis of lesson observations, journal entries and interviews indicates that both teachers were keen to change their practice, but were concerned about the disruption to their established routines, and in particular about the potential for loss of control of their classes. Both teachers did effect significant changes in their classrooms, but these tended to be developments of existing preferred ways of working, rather than radical innovations. In conclusion, it is suggested that to be most effective, teacher professional development needs to be structured strongly enough to afford teacher growth, but flexible enough to allow different teachers to take their practice in different ways.

Item Type: Article
Copyright Holders: 2005 Routledge
ISSN: 1747-5120
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Education Futures
Item ID: 24166
Depositing User: Users 9543 not found.
Date Deposited: 06 Apr 2011 15:25
Last Modified: 04 Oct 2016 10:47
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