Future issues

What should the future of assessment look like? Partial school closures necessitated new ways of assessing and giving feedback to learners and caused uncertainty over examinations. For the summer 2021 issue of Impact, we are seeking papers focusing on assessment and feedback. Topics can include, but are not limited to: 

  • Assessment and feedback – purpose, principles and methods across all age groups and settings, including special educational needs and disabilities, Early Years, primary, secondary and further education 
  • Assessment design in relation to curriculum and learning outcomes
  • Effective feedback – principles and methods
  • Formative assessment – supporting learners to progress and achieve
  • Summative assessment, formal testing and measuring performance 
  • Approaches to internal school assessment
  • Supporting students, valuing their strengths and helping with stress
  • Teacher workload and policies around assessment and feedback
  • Remote learning and assessment
  • The use of technology 
  • Assessment and feedback in and initial teacher training.

 

Article types published in Impact include:

Research: Summaries of current original research (including practitioner research) with their implications for pedagogy

Perspectives: Pieces offering a clear, balanced, research-informed review or critique of a particular topic within the issue theme

Case studies: Detailed studies of single settings or occurrences with clearly defined boundaries, such as a pedagogical intervention, an assessment initiative or an approach to CPD in a particular context

Reflections: Teachers discussing a specific piece of research and how it has informed their practice.

Submissions

The Chartered College of Teaching is committed to furthering equality, diversity and inclusion across our organisation, and we seek to promote a range of voices in Impact and all our content to ensure that our work is fully representative of the teaching profession. We welcome submissions from all prospective authors, across the full range of phases and settings, including early career teachers. We encourage authors with protected characteristics as defined in the Equality Act 2010. The protected characteristics are: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

 

If you wish to submit to this issue, please complete the relevant section of this form, specifying which article type you intend to write.

 

Deadlines

Abstract submissions deadline: 18 November

Notifications of accepted proposals sent to authors: 27 November 

Full drafts submitted: 25 January

If you do not hear from us by 27 November, please contact us at journal@chartered.college