Developing Non-Positional Teacher Leadership of Formative Assessment Practices: Findings from the Teacher-Led Learning Circles Project

Carol Campbell; Christopher DeLuca; Danielle LaPointe-McEwan; Nathan  Rickey; Maeva  Ceau

doi:10.22230/ijepl.2025v21n3a1539

Auteurs-es

Carol Campbell University of Edinburgh
Christopher DeLuca Queen's University
Danielle LaPointe-McEwan Queen's University
Nathan Rickey Queen's University
Maeva Ceau University of Toronto

DOI :

https://doi.org/10.22230/ijepl.2025v21n3a1539

Résumé

Cet article examine le développement du leadership enseignant à travers « Cercles d’apprentissage pilotés par les enseignant(e)s », un projet de formation professionnelle et de recherche menée dans sept pays : le Brésil, la Côte d’Ivoire, le Ghana, la Malaisie, la Corée du Sud, la Suisse et l’Uruguay. Grâce à un développement professionnel ciblé sur une année scolaire, le projet a permis de renforcer le leadership non hiérarchique des enseignants et leur confiance dans quatre stratégies d’évaluation formative fondamentales, ainsi que l’utilisation intégrée de ces stratégies par ceuxci. Des données ont été recueillies à partir de plusieurs sources, notamment une enquête préalable auprès des enseignants (n = 171), une enquête postérieure auprès des enseignants (n = 121), un questionnaire sur le cadre de codification des enseignants (n = 113), un questionnaire destiné aux facilitateurs locaux (n = 27), un questionnaire destiné aux représentants syndicaux locaux (n = 10), un questionnaire destiné aux chercheurs nationaux (n = 7) et sept profils de pays. Les résultats montrent que lorsque les enseignants sont soutenus, leur influence s’accroît et les pratiques d’évaluation deviennent plus intégrées et confiantes, une conclusion qui souligne le potentiel du développement professionnel mené par les enseignants pour améliorer l’éducation de manière durable.

Bibliographies de l'auteur-e

Carol Campbell, University of Edinburgh

Carol Campbell, PhD, holds a Personal Chair of Education and is Head of School/Dean of Moray House School of Education and Sport, University of Edinburgh. Carol’s work concerns: large-scale educational change, education system and school improvement, and the development and work of the education profession, including career-long teacher education, professional learning, and leadership development. Carol.Campbell@ed.ac.uk | ORCID 0000-0003-3086-3352

Christopher DeLuca, Queen's University

Christopher DeLuca, PhD, is Associate Dean at the School of Graduate Studies and Postdoctoral Affairs and Professor in Educational Assessment at the Faculty of Education, Queen’s University. He leads the Classroom Assessment Research Team and is Director of the Queen’s Assessment and Evaluation Group. His research examines the intersection of assessment, curriculum, and pedagogy from socio-cultural frameworks and focuses on how pre-service and in-service teachers learn to engage the complexities of assessment in today’s schools. He is currently Lead Editor of Assessment in Education: Principles, Policy and Practice. cdeluca@queensu.ca | ORCID 0000-0001-5962-0827

Danielle LaPointe-McEwan, Queen's University

Danielle LaPointe-McEwan, PhD, is Assistant Professor at the Faculty of Education, Queen’s University and a researcher with Queen’s Assessment and Evaluation Group. Her research centers on enhancing professional learning outcomes for K–12 educators and students, with a particular focus on how educators use assessment and program data to inform and improve their practice. Over the past decade, Dr. LaPointe-McEwan has led a wide range of evaluation and research initiatives in partnership with school districts, education networks, Ministries of Education, and educational organizations. d.lapointemcewan@queensu.ca | ORCID - 0000-0001-5148-9385

Nathan Rickey, Queen's University

Nathan Rickey, PhD, is a postdoctoral fellow at the Faculty of Education, Queen’s University. He is a member of the Queen’s Assessment and Evaluation Group and the Classroom Assessment Research Team led by Professor Christopher DeLuca. Nathan’s primary research focus is on the ways in which students use assessment information to advance their own learning. His doctoral dissertation focused on mapping the cognitive, metacognitive, and affective dimensions of student self-assessment using multimodal measures, including eye tracking, think alouds, and electrodermal activity data. nathan.rickey@queensu.ca | ORCID - 0000-0002-0044-0204

Maeva Ceau, University of Toronto

Maeva Ceau is a PhD Candidate at the Ontario Institute for Studies in Education (OISE) of the University of Toronto. Her research interests focus on teachers' work and approaches to professional learning and development in education. Her current research investigates in-service teachers' use of formal and informal channels to engage in professional learning. maeva.ceau@mail.utoronto.ca | ORCID - 0000-0001-7410-7861

Développer un leadership enseignant non positionnel en matière d'évaluation formative : conclusions du projet Cercles d'apprentissage dirigés par les enseignants

Auteurs-es

DOI :

Résumé

Bibliographies de l'auteur-e

Carol Campbell, University of Edinburgh

Christopher DeLuca, Queen's University

Danielle LaPointe-McEwan, Queen's University

Nathan Rickey, Queen's University

Maeva Ceau, University of Toronto

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