Wiliam, D; (2002) Linking Research and Practice: Knowledge Transfer or Knowledge Creation? In: Mewborn, DS and Sztajn, P and White, DY and Wiegel, HG and Bryant, RL and Nooney, K, (eds.) Proceedings of Twenty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education conference. (pp. pp. 51-69). Educational Resources Information Centre (ERIC): Columbus, OH, US.

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Abstract

In this paper, it is argued that the failure of educational research to impact on practice stems from a failure to understand the nature of expertise in teaching, and that traditional models of knowledge transfer can only be effective for those at a relatively limited level of competence. Instead, it is suggested that teachers need to be involved, collaboratively, with researchers in a joint process of knowledge creation. In the King’s-MedwayOxfordshire Formative Assessment Project (KMOFAP) a group of 24 secondary school teachers (grades 6 to 12) of mathematics and science were supported in developing action plans of how they wanted to develop their classroom assessment practice with a single class, through a series of four day-long workshops, and by observations of their teaching. Comparison with local controls (established on a case-by-case basis for each teacher) on curriculum-based tests, showed an average effect size of +0.32.

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