International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Assessment for Learning
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5 items
1
The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement.
This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice.
Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework.
A case study methodology informed the approach taken.
Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews.
The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education.
They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
Published: 2021
Updated: Aug. 08, 2022
2
This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed.
This qualitative study utilised semi-structured interviews and assessment-related artefacts.
Findings indicate that emotional engagement influenced preservice teachers’ assessment decision making.
The teachers also experienced emotional reactions as in turn they were assessed.
This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.
Published: 2021
Updated: Nov. 18, 2021
3
Teacher candidates are required to learn substantial fundamental and practical knowledge often within short, fast-paced initial teacher education (ITE) programs.
This study examined assessment education through a case study of 35 teacher candidates enrolled in an assessment/evaluation concentration at one Canadian institution.
Using a slow movement framework with Fink’s (2013) significant learning experiences taxonomy, pedagogies were analyzed that provoked slow and significant learning.
Findings from multiple data sources revealed trends in significant learning across program phases and pedagogical conditions, including authentic course assessments, cycles of coursework and placements, and collaboration.
Directions for future research and ITE programming are provided.
Published: 2021
Updated: Sep. 02, 2021
4
This article explores the experiences of secondary teachers in four London schools. These teachers participated in Teacher Learning Communities, defined as meetings in which professional learning was supported as they learned about Assessment for Learning (AfL). The author concludes that both AfL and Teacher Learning Communities rely for their success on sustained critical reflection among their participants, which can be inhibited where the above limitations apply.
Published: 2013
Updated: Dec. 18, 2014
5
This paper attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning. The article presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong.
Published: 2010
Updated: Jul. 05, 2011