ABSTRACT Recent changes to English national assessment policy have resulted in primary school leaders adopting new frameworks to evaluate pupil progress. This study examines the role of expansive workplace characteristics and staff meetings to support teachers to change their assessment practice at a schoolwide level, following engagement with a new framework. One hundred in-service teachers who had used the framework rated their schools against expansive workplace criteria in an online survey. They also rated staff meetings to support their use of the framework against effective meeting criteria. Statistical analysis of these data demonstrated expansive workplace characteristics were more frequently linked to participants’ subsequent reports of schoolwide changes to assessment practice than the characteristics of meetings held to support them. It is argued that expansive workplace characteristics might better enable the social learning processes entailed in schoolwide changes to an aspect of practice, such as discussion between colleagues, than the staff meetings intended to support a resource’s use.

中文翻译：

---

广泛的工作场所在全英英语小学采用新的评估框架中的作用

摘要最近英国国家评估政策的变化导致小学领导者采用新的框架来评估学生的进步。这项研究探讨了广泛的工作场所特征和员工会议的作用，以支持教师在采用新框架后改变其在学校范围内的评估实践。使用该框架的一百名在职教师在一项在线调查中根据广泛的工作场所标准对学校进行了评估。他们还对员工会议进行了评级，以支持他们根据有效的会议标准使用框架。对这些数据的统计分析表明，与为支持他们而召开的会议的特征相比，广泛的工作场所特征与参与者随后对全校范围的评估实践变更报告的联系更为频繁。