School-Based Professional Learning Community: Empowering Teachers as Assessment Leaders in the Change Context

Garima Bansal

doi:10.1007/978-981-10-4151-8_17

School-Based Professional Learning Community: Empowering Teachers as Assessment Leaders in the Change Context

Garima Bansal

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

India’s Continuous and Comprehensive Evaluation scheme (CCE) seeks to introduce child-centered methods of students’ assessment. Formative assessment is a major plank in this. The article draws upon Vygotsky’s sociocultural theory to analyze and explain the processes of change that have underpinned the development of assessment reform. Case study is used as the research methodology to suggest that creation and regulation of school-based professional learning communities influence teachers’ classroom-based formative assessment practices. It is argued that collaborative efforts of teachers supported by proactive leadership, keeping a consistent focus to change the practices at classroom level empower teachers to become formative assessment leaders.

Original language	English
Title of host publication	Teacher Empowerment Toward Professional Development and Practices
DOIs	https://doi.org/10.1007/978-981-10-4151-8_17
Publication status	Published - 1 Jan 2017

Keywords

India
Professional learning
Student assessment
Teacher empowerment

Disciplines

Curriculum and Instruction
Teacher Education and Professional Development
Sociology

Access to Document

10.1007/978-981-10-4151-8_17Licence: Unspecified

https://link.springer.com/chapter/10.1007/978-981-10-4151-8_17

Cite this

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