@article {Lee:2005:1366-4530:265,
title = "Studying changes in the practice of two teachers developing assessment for learning",
journal = "Teacher Development",
parent_itemid = "infobike://routledg/rtde",
publishercode ="routledg",
year = "2005",
volume = "9",
number = "2",
publication date ="2005-07-01T00:00:00",
pages = "265-283",
itemtype = "ARTICLE",
issn = "1366-4530",
eissn = "1747-5120",
url = "https://www.ingentaconnect.com/content/routledg/rtde/2005/00000009/00000002/art00011",
doi = "doi:10.1080/13664530500200244",
author = "Lee, Clare and Wiliam, Dylan",
abstract = "This article describes changes in the practice of two teachers, observed over an 18-month period, who were participating in a study intended to support teachers in developing their use of assessment in support of learning. The design of the intervention allowed each teacher
to choose for themselves which aspects of their practice to develop. Analysis of lesson observations, journal entries and interviews indicates that both teachers were keen to change their practice, but were concerned about the disruption to their established routines, and in particular about
the potential for loss of control of their classes. Both teachers did effect significant changes in their classrooms, but these tended to be developments of existing preferred ways of working, rather than radical innovations. In conclusion, it is suggested that to be most effective, teacher
professional development needs to be structured strongly enough to afford teacher growth, but flexible enough to allow different teachers to take their practice in different ways.",
}