Linda Allal

Linda Allal

University of Geneva, Switzerland
Faculty of Psychology and Educational Sciences

Linda Allal obtained her Ph.D. in Educational psychology from Michigan State University in 1973. She is now emeritus professor after a career of over 30 years at the Faculty of Psychology and Educational Sciences of the University of Geneva. She has been actively involved in teacher education and professional development. Her area of specialization is learning and assessment in classroom settings.

Her research and publications are focused on the role of assessment in the regulation of student learning, the coherence of formative and summative assessment in support of student learning, teachers’ professional judgment and their collaboration in assessment.


Research for over 30 years on classroom assessment and assessment for learning.
Coordinator of the Continental Europe team that has participated in previous international conferences on classroom assessment. Past president of the “Association pour le développement des méthodolgogies d’évaluation en éducation-Europe (ADMEE-Europe)”, sister association to ADMEE-Canada.



Teachers’ Collaborative Assessment Practices in Support of Student Learning


A first focus of my work is on the concept of “co-regulation” of learning: co-regulation occurs when processes of student self-regulation are enhanced by sources of regulation in the learning context (i.e., by the structure of learning activities, by student interactions with teachers and peers, by the use of tools – in particular for formative assessment). Studies of co-regulation during writing activities in fifth and sixth-grade classrooms show how whole-class discussions and dyadic interactions influence the ways students draft and revise their texts.

A second focus is on teachers’ collaboration in the area of assessment. I approach this topic from a situated perspective that highlights the role of “joint enterprise” in a community of practice. An analytical framework has been developed for studying four facets of teacher collaboration: the dynamics, the scale, the object(s), and the aim(s) of collaboration. Findings from several studies show that teacher collaboration can enhance the coherence of assessment in support of student learning, but remains a fairly limited aspect of current assessment practice.


Allal & Mottier Lopez 2005 English.pdf

Allal & Mottier Lopez 2005 francais.pdf

Allal 2010 IEE.pdf

Allal 2011 RPE.pdf

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Citation – Please refer to information and materials available on this website, in this way:

Fifth International Symposium on Assessment for Learning (April, 2014).
     Website International Symposium on Classroom Assessment.
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