National Education Findings of Assess to Learn (AtoL) Report

Conclusions

Timing, pace and depth of change are dependent on receptivity to change as well as recognition of situational factors. In most of the schools where AtoL was evaluated, the flexibility of the AtoL project and the way in which it could be adapted to particular school conditions meant that AtoL could be used to accommodate varying human needs. This was seen as an important factor in the continuation of the project. For example, many of the schools the evaluators visited experienced staff changes, yet the majority of schools continued and renewed at least some AtoL practices in their schools. Sustaining development was difficult however when the principal, lead teacher or a critical proportion of the staff left the school, particularly where there were poorly developed systems or documentation.

Involvement in AtoL resulted in significant shifts in learning and achievement for the majority of students, and shifts in professional learning and pedagogical practice for most teachers involved. Schools experienced improved recording and reporting systems, particularly in terms of consistency across teams or departments, and more coherent teacher philosophy and practice in assessment. Further investigation and information is needed about the more complex processes involved with formative assessment and related professional learning in secondary schools. As with all effective professional development programmes, continual cycles of data analysis and reflection identify features in need of attention and enable continuous improvement for the participating community of teachers, students and facilitators.