The Effectiveness of a Learning Community in Bringing About Changes to Instructional Practices in the Area of Assessment for Learning

Professional learning communities and assessment for learning have been proven to have significant impact on student learning. However, what still remains unclear is why these practices are not resulting in improved student learning the way research has indicated. The intent of this descriptive case study was to determine what schools and school divisions were doing to aide teachers in embracing these two practices. This study examined the following question, In what ways does a professional learning community support and enable teachers to implement assessment for learning within their daily practice?, within the context of the two sites that were being studied. Four educators from two different schools in the provinces of Alberta and Saskatchewan took part in the research. From this study seven findings were revealed. The findings include: • time was not provided to collaboratively discuss student learning; • discussions about students focused on student behavior as opposed to student learning and teacher actions; • support and follow through was minimal at best; • participants could not identify the essential work of a PLC or key elements of assessment for learning. The research utilized triangulation of data through participant observations, in-depth interviews and physical artefacts. The following conclusions were attained using a Findings, Interpretations and Conclusions Matrix: • teachers were not able to change their philosophical beliefs because the PLC framework was not present; • collaborative time must be protected like instructional time; • teachers must be held accountable for their discussions and actions around student learning; • participants were not utilizing observations, conversations and products to gain a more accurate account of student learning; and • leadership is critical if the PLC framework and assessment for learning is to have any impact on teacher practices.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Educational Research

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2016

Author dc:creator

• Cameron, Derrick

Advisor dc:contributor.advisor

• Friesen, Sharon

Committee members dc:contributor.committeemember

• Jacobsen, Michele
• Scott, Shelleyann
• Koh, Kim
• Steeves, Larry

• Education--Administration
• Education--Curriculum and Instruction
• Education--Teacher Training

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/28071

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/3149