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• 1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together.
Deneen et al. (Fri,) studied this question.