[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593863-105":59,"doc-detail-593863-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teacher-adaptive-practices-a-key-factor-in-teachers-implementation-of-assessment-for-learning","Teacher Adaptive Practices: A Key Factor in Teachers’ Implementation of Assessment for Learning","","The Assessment for Learning disposition is widely recognized as a desirable teacher attribute, yet possessing the right “genotype” is not sufficient on its own. This study uses interviews with six teachers who selected themselves through the Teacher Assessment for Learning Literacy Tool to examine whether intended dispositions are actually expressed as classroom “phenotypes,” meaning adaptive practices. Results show genotype–phenotype mismatch and limited tool-driven plasticity, indicating the need for combined professional learning interventions and internal selection mechanisms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-adaptive-practices-a-key-factor-in-teachers-implementation-of-assessment-for-learning/593863/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-adaptive-practices-a-key-factor-in-teachers-implementation-of-assessment-for-learning/593863.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about Assessment for Learning?","Question",{"text":112,"@type":113},"It examines whether teachers’ Assessment for Learning “genotypes” are actually expressed as appropriate classroom “phenotypes,” reflected in their assessment for learning practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants and data collected?",{"text":117,"@type":113},"The study generated data from interviews with six teachers who self-selected using the Teacher Assessment for Learning Literacy Tool.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about the Teacher Assessment for Learning Literacy Tool?",{"text":121,"@type":113},"The tool’s selective environmental pressure was not enough to activate plasticity in all teachers, since the Assessment for Learning genotype was not always expressed in their practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593863,1792165447,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 7 | Article 2 |\n| --- | --- |\n\n2019  \nTeacher Adaptive Practices: A Key Factor in Teachers’Implementation of Assessment for Learning  \nTony Loughland  \nUNSW, [tony.loughland@unsw.edu.au](tony.loughland@unsw.edu.au)  \nDennis Alonzo  \nUniversity of New South Wales, [d.alonzo@unsw.edu.au](d.alonzo@unsw.edu.au)  \nRecommended Citation  \nLoughland, T., & Alonzo, D. (2019). Teacher Adaptive Practices: A Key Factor in Teachers’ Implementation of Assessment for Learning. Australian Journal of Teacher Education, 44 (7).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss7/2](https://ro.ecu.edu.au/ajte/vol44/iss7/2)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss7/2](https://ro.ecu.edu.au/ajte/vol44/iss7/2)  \nAustralian Journal of Teacher Education  \nTeacher Adaptive Practices: A Key Factor in Teachers’ Implementation of Assessment  \nfor Learning  \nTony Loughland  \nDennis Alonzo  \nUNSW  \nAbstract: The Assessment for Learning disposition has been long  \nestablished in the literature as a desirable attribute for teachers. To  \nuse the biological metaphor of adaptation, assessment for learning  \nhas been argued to be a key base pair on the teacher genome. We  \nargue that the selection of the correct genotype for teachers is not  \nenough. What is needed is empirical confirmation that these genotypes  \nare expressed in the appropriate phenotypes, or teacher practices.  \nThe data in this study were generated from interviews that explored  \nthe phenotype, or practices, of six teachers who self-selected for the  \nfavoured genotype using the Teacher Assessment for Learning  \nLiteracy Tool. The findings indicate that the Assessment for Learning genotype was not always expressed in the phenotype, or practices of  \nthese six teachers. The selective environmental pressure of the  \nTeacher Assessment for Learning Literacy Tool was not enough to  \nactivate plasticity in all the teachers. The implications are that there may need to be a combination of environmental pressures in the form  \nof teacher professional learning interventions using the Teacher  \nAdaptive Practice scale in concert with the Teacher Assessment for  \nLearning Literacy Tool as well as an internal mechanism like a  \nteacher selection tool that discriminates between rigidity and  \nplasticity in a teacher’s disposition.  \nIntroduction  \nAn Assessment for Learning disposition has been long established in the literature asa desirable attribute for teachers. To use the biological metaphor of adaptation, assessment for learning has been argued to be a key base pair on the teacher genome. In this paper we argue that having the correct genotype for Assessment for Learning (AfL) is not enough. What is needed is empirical confirmation that these genotypes are expressed in the appropriate phenotypes, or teacher AfL practices in the classroom.  \nThe biological concepts of genotype and phenotypes are employed as part of the adaptation metaphor adopted for this paper. They are generative as they focus attention on how the genotype of teaching principles are expressed in the phenotype of a teacher’s classroom practice. The acclimation of teaching strategies such as AfL in the classroom is dependent on the plasticity of the teacher’s phenotype. A rigid phenotype will prompt a literal and direct translation of the teaching principles of AfL whilst a plastic phenotype on the part of the teacher will enable an adaptive implementation of the AfL that is responsive to the students in the classroom.  \nThe infidelity of teachers’ genotypes with their actual classroom practices, or phenotypes, has long been a concern in the teacher professional research literature. The  \nVol 44, 7, July 2019 18  \nAustralian Journal of Teacher Education  \ncommon name for this infidelity is the theory-practice gap. Explanations for the theorypractice gap range from theory being too abstract to the ossification of pra","cbCaisvjEKdgDQ3h","https://ap.wps.com/l/cbCaisvjEKdgDQ3h","pdf",289291,14,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What question does the study investigate about Assessment for Learning?\",\"answer\":\"It examines whether teachers’ Assessment for Learning “genotypes” are actually expressed as appropriate classroom “phenotypes,” reflected in their assessment for learning practices.\"},{\"question\":\"How were participants and data collected?\",\"answer\":\"The study generated data from interviews with six teachers who self-selected using the Teacher Assessment for Learning Literacy Tool.\"},{\"question\":\"What do the findings suggest about the Teacher Assessment for Learning Literacy Tool?\",\"answer\":\"The tool’s selective environmental pressure was not enough to activate plasticity in all teachers, since the Assessment for Learning genotype was not always expressed in their practices.\"}]","Teacher Adaptive Practices: A Key Factor in Teachers’ Implementation of Assessment for Learning | PDF",1792078059,35]