The MFIT Educational Research Unit provides evidence-based services to education stakeholders on issues of major concern regarding teaching and learning. They have found schools concerned with (1) assessment in the context of national performance demands and (2) assessment within day-to-day teaching and learning. To address these concerns, MFIT is collecting current data by revisiting research questions from a 2010 study on assessment for learning practices in schools. The findings will analyze how assessment for learning has impacted classroom teaching and learning or if current tracking policies have limited its effect. Schools are invited to participate by responding to research questions and joining a focus group to add qualitative insights.

1. Dear colleague
The purpose of this message is to introduce the [MFIT1
] Educational Research Unit.
We provide an evidence-based service to the range of stakeholders in the education system.
Those services focus on issues which are of major current concern to teaching and learning
practitioners.
In our recent focus groups, workshops and Conference presentation we have consistently been
made aware of the concerns many schools [throughout the spectrum of early years, primary and
secondary] have about whether their assessment system is ‘working’. In defining ‘working’, schools
have expressed concerns about [1] assessment in the context of national performance demands and
[2] assessment within the day to day teaching and learning situation.
Therefore, the MFIT Research Unit is currently collecting evidence and offering support to schools
through the following research and intervention model:
Previously we conducted the ‘Leading learning through assessment for learning’ research [Report
findings published in School Leadership & Management Journal 2010] which interrogated the
teaching and learning strategies schools were adopting in practice following the ‘roll out’ of the
‘Assessment for Learning’ methodology. That report has been read by over 4,000 members of the
education community. You can access the full report through this link:
http://dx.doi.org/10.1080/13632434.2010.485184
We want to collect current data by re-visiting the original research questions [which are still very
relevant] with a fresh sample of primary schools. Analysis of those responses will enable us to build
an evidence base as to how much AfL has permeated into lasting, substantive change in classroom
teaching and learning – or whether the current policy imperative of ‘tracking’ has restricted its
impact.
You will find the research questions on the attachment which accompanies this invitation to
participate.
However, in addition to kindly returning a response to the questions, we also offer schools the
opportunity to:
i. Raise key issue[s] of your own in the space provided on the Question form
ii. Take part in a focus group which will discuss the new findings and add qualitative
insights to the ‘raw’ data
iii. Become a ‘partner school’ within MFIT, sharing in research which you have either had a
role in initiating or have an interest in.
We look forward to your response to the Questions and your additional comments.
Sincerely
1
Many Faces in Teaching [MFIT] Research Unit

2. Professor Bill Boyle/Marie Charles
MFIT
Many Faces in Teaching