International trends in the implementation of assessment for learning : Implications for policy and practice in a post-COVID world.

This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classroom assessment policies and practices.

Nurturing student creativity through assessment for learning in music classrooms.

This article reports research that identified and analyzed assessment for learning strategies employed by six Canadian music educators to support and develop student creativity. Findings include descriptions of creativity-nurturing practices organized into four categories: (a) developing assessment criteria, (b) encouraging creative processes, (c) optimizing the classroom context, and (d) activating self-assessment. Results include detailed descriptions of strategies that educators can employ to leverage formative assessment to nurture student creativity within and beyond music education contexts.

A scoping review of co-production between researchers and journalists in research communication.

Co-production is rapidly gaining purchase as an approach to making research matter more to diverse audiences. There exists a wealth of information about co-production in areas such as public administration and sustainability science, but comparatively little within the specific area of research communication. In particular, little is known about the harnessing the potential of researchers and journalists engaging in co-production to generate evidence-based knowledge, foster an informed public, and achieve societal impacts.

Learning in the workplace: Fostering resilience in disengaged youth.

Objective: International reports on school-to-work transition make it clear that worldwide youth are at-risk for educational disengagement and are three times as likely to be unemployed as their adult counterparts. Work-based education (WBE) is one of the most frequently recommended solutions for youth disengagement which suggests that WBE serves as a protective factor and encourages resilience in at-risk youth. The objective of this study was to describe and compare the experiences of two at-risk youth enrolled in WBE.