From Inquiry to Action: Leveraging Group Level Assessment to Elevate Teacher Voice

Abstract

This methodological paper explores the use of Group Level Assessment (GLA) (Vaughn & Lohmueller, 2014; Vaughn, 2024) as a participatory approach to practitioner inquiry within an early childhood education program. Using Cochran-Smith and Lytle’s (2009) inquiry as stance as a guiding conceptual framework, GLA is framed as a methodology that affirms educator expertise, fosters collective reflection, and generates tangible action. We document the adaptation and implementation of the GLA protocol at the Arlitt Center, a university-affiliated early childhood laboratory school committed to teacher-led professional learning. Through an adapted GLA process, teaching staff engaged in identifying barriers and opportunities related to a shared pedagogical focus—phenology. GLA facilitated the co-construction of professional knowledge, generation of actionable solutions, and reflection on teacher identity as researchers. Consideration is also given to the limitations and benefits of GLA, positioning it as a valuable method for advancing and expanding the impact of practitioner research, within and beyond the classroom