Search results for: Assessment for Learning
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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.
Updated: Sep. 02, 2021
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.
Updated: Dec. 18, 2014
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.
Updated: Jul. 05, 2011