Over the past 14 years, I have worked as a consultant with districts across Canada, the US and New Zealand in a vast range of systems (size, challenges, rural, urban, etc). It has become apparent to me that unless positional leaders such as principals, superintendents and directors also intentionally use Assessment FOR Learning in their work with adult learners and with system change, real change cannot take hold in schools. It is not enough to simply detail changes teachers and students need to make. Everyone in the system has to EXPERIENCE Assessment FOR Learning so that everyone can learn and understand the value of assessment in supporting that learning.

Years ago, Michael Fullan coined the term “implementation dip” to describe the inevitable downturn that occurred during the implementation process. Recently, through the work of the ‘Learning How to Learn’ project (James, M., 2006. Learning how to learn, in classrooms, schools and networks, RESEARCH PAPERS IN EDUCATION, 21(2), 101-234) and through my experiences documented in LEADING THE WAY TO MAKING CLASSROOM ASSESSMENT WORK (see below), it has become apparent that one of the key ways to bridge the implementation gap is to ensure that EVERYONE at all levels of the system becomes involved. If teachers are the only ones implementing a new practice, then some will choose NOT to change in the end. When all learners – adult and student – are experiencing the benefits of Assessment FOR Learning, the implementation dip is more likely to be seamlessly bridged.

You can use the chart to draw out the differences for audiences at www.annedavies.com/PDF/17B_BridgingTheDip.pdf.


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“You cannot hope to build a better world without improving the individuals. To that end each of us must work for his own improvement, and at the same time share a general responsibility for all humanity, our particular duty being to aid those to whom we think we can be most useful.”
~ Marie Curie

LEADING THE WAY TO MAKING CLASSROOM ASSESSMENT WORK guides lead learners in supporting teachers in the classroom through examples of how leaders have modeled Assessment FOR Learning to colleagues and students in their school communities. It also offers a practical approach to the challenges of meeting traditional evaluation standards. For more info, go to:
connect2learning.com/store/publications/leading-learning/leading-the-way-to-making-classroom-assessment-work

ACTION REQUIRED: INTERACTIVE WEB-COACHING SESSIONS FOR LEADERS -- Starting Soon!
Anne Davies is hosting a series of Web-Conferences on Assessment For Learning with start dates in October. There are four separate Series, (School Change, System Change, PD, and PLC) designed to assist leaders to gain perspective, overcome barriers, and develop strategies for successful Assessment For Learning initiatives. To download a PDF catalog with full Web-Conference descriptions and pricing, please visit: http://annedavies.com/catalog2009/index.html

"I think it's an excellent way to engage in learning without travel costs, time away from the district, etc. It's also a powerful way to connect people from different regions of the country with each other so that we can share and learn from our different experiences.
Considering the prospect of budget shortfalls in the future, I believe that the web-conference approach is worthy of serious consideration. Also, Anne's facilitation skills really help to make it a positive experience!" (Quote from a recent Web-Conference participant.)