Being a CETL Associate: findings of a study investigating staff learning about assessment through participating in a CETL network

This paper reports a qualitative study investigating an Associate Scheme initiated by the CETL ‘Assessment for Learning (AfL)’ at Northumbria University. Semi-structured interviews were conducted with eight individual associates and eight associate teams. Findings suggest that a team approach to the development of AfL appeared to be particularly conducive to transforming assessment practices. AfL provided some Associates with a conceptual framework to understand, evaluate and develop their practice, reminiscent of the role of formal learning for the development of expertise (Tynjälä, 2008). Associates highlighted learning through and from each other and the role of space and time which the CETL provided for learning and changes to practice. In addition to providing learning opportunities, the CETL was described as a forum for critical debate, raising the profile of assessment, providing recognition for innovations as well as pushing and challenging practices further than usual. The study is part of a larger multi-site case study investigating the impact of formal and informal approaches to develop assessment for learning, contributing to research on HE teachers’ learning about assessment, conceptual change and changes within teaching practice, and the impact of formal versus informal learning opportunities (e.g. Prosser & Trigwell, 1999, Samuelowicz & Bain, 2002, Knight et al, 2006, Hanbury et al, 2008, Shannon et al, 2008).