DeLuca, C., Klinger, D., Pyper, J. S., & Woods, J. (2015). Instructional Rounds as a professional learning model for systemic implementation of Assessment for Learning. Assessment in Education: Principles, Policy and Practice, 22(1), 122-139.

The purpose of this research was to examine the implementation of a professional learning project aimed at building educators’ knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier Instructional Rounds (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers’ and principals’ conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning.

Available at:

Spread the love
Jamie Pyper

Jamie Pyper

mathematics educator and researcher | mathematics teacher (OCT) | and craft beer enthusiast! | he/him | #MSTE Coordinator, #PBLmathEd #CMESG #NCTM | @314_per
Previous post Thinking about professional literacies with mathematics, English language art, and science preservice teachers.
Next post 8÷2(2+2) –> Form, procedure, algorithm, and heuristic fluency does not necessarily mean understanding.

Leave a Reply

Your email address will not be published. Required fields are marked *