Abstracts - Earli

can not only be useful to evaluate the progression of a given educational system every four years.The epistemological and psycho-educational bases of PISA can also be helpful to promote changesin the educational conceptions, discourses, and practices regarding both assessment andinstructional practices of Secondary Education teachers when they are invited to participate inresearch process as partners. Our starting point is a case study constituted by eight secondaryschool teachers, involved in a two-year long research. During this period we negotiated with themwhat we called a Guide for Task analysis from the PISA Perspective (GTAPISA). To analyse thechanges we used a consensual system of categories, collecting these dimensions: Degree ofauthenticity of assessment tasks and class sessions; degree of complexity of the contents includedin the assessment task, and degree of coherence and promotion of learning autonomy. Resultsallow us to confirm our objectives. Indeed, the teachers’ incorporation as research partnersfacilitated the change in their conceptions from a view oriented to "Assessment of Learning" to aview oriented to "Assessment for Learning". On the other hand, the study shows that thecounselling-action process also promotes evident changes in the assessment tasks elaborated and,to a lesser extent, in the Teaching Units development.Studying teachers’ reflections on their work; articulating what is said about what is done.Juan Jose Mena Marcos, University of Salamanca, SpainEmilio Sanchez, University of Salamanca, SpainHarm H. Tillema, Leiden University, NetherlandsTeachers’ written reflections on their work, which reported on a change in their practice, were theobject of this study. We focused on teachers’ articulation of their plans and actions in teacherjournals to inform other teachers about their work. The study’s aim is: (1) to describe how teacherreflect, in a non-framed way, on their own practice, and (2) to appraise the quality of suchreflections. Articulation of reflection is interpreted in two ways, as: a) complete, that is, whether itincludes relevant components of teacher action research, and b) recursive, that is, whether thewritten account gives evidence of an integrated cyclical process of review - in sufficient detail - tojustify a change of practice. The results of our study of 49 written reflections show that teachers donot work with all components identified in current reflective models (i.e. consisting of: providingclear problem definition, searching for evidence, planning for change, and reviewing plans). Also,many teachers did not appraise or look back on their actions in a reviewing way. Their appraisalsof plans and solutions tended to be ambiguous, general, and peripheral. The data lead us to becautious about the prominence of reflective thinking in teachers’ written accounts of their practice.Language and Identities in School Arenas. LISA-21Oliver St. John, Department of Education, Örebro University, SwedenKarin Allard, Department of Education, Örebro University, Sweden"Language and Identities in School Arenas" (LISA 21) is a new ethnographically inspired projectfunded by the Swedish Research Council (VR) and is situated at the KKOM-DS research group atÖrebro University. The primary aim of Project LISA 21 is to study how plurilingual andmulticultural resources of Swedish school arenas are reflected and negotiated in different types oflanguage education at the beginning of the 21st century. The project is particularly interested in theway members of different educational settings conceptualise plurilingualism and multiculturalismand how such conceptions frame and affect language education and meaning-making processes.LISA 21 aims to explicitly focus on both everyday life and textual practices that (co)constitutelanguage education in the following four types of secondary school arenas: Schools with anethnically Swedish homogenous population, Schools for the Deaf, English profile schools and– 655 –