Formative Assessments and Teacher Professional Learning
Coordonnateurs : Tigelaar Dineke, Beijaard Douwe
How can formative assessment be used as a means to support teacher professional learning? This book presents several studies, from different countries, on approaches to formative assessment of teachers, both before they start working, and during their careers. These approaches draw on insights from studies into effective teacher professional development.
Together, the chapters in this book provide an overview of the various ways in which formative assessment may be used to support teacher professional learning, and shed light on choices that can be made in designing such assessments. The studies illustrate how teachers may perceive formative assessment methods, how their learning processes might unfold during formative assessment processes, and which struggles they may have to deal with during the process. The book furthermore addresses questions concerning the impact of formative assessments on teacher learning.
As such, this volume provides theoretical as well as practical prospects, as well as challenging ideas for how formative assessment may move further towards being an effective means for supporting teacher learning. This book was originally published as a special issue of Teachers and Teaching: Theory and Practice.
Introduction: Formative assessment and teacher professional learning1. Teachers’ use of a self-assessment procedure: the role of criteria, standards, feedback and reflection2. Heuristics diagrams as a tool to formatively assess teachers’ research3. A teacher competence development programme for supporting students’ reflection skills4. Teacher learning through participation in a negotiated assessment procedure5. What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science6. Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: the KREST project7. Formative assessment of teachers in the context of an online learning environment8. Formative assessment of teacher learning: issues about quality, design characteristics and impact on teacher learning
Date de parution : 01-2018
17.4x24.6 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 58,78 €
Ajouter au panierDate de parution : 11-2015
17.4x24.6 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 160,25 €
Ajouter au panierThèmes de Formative Assessments and Teacher Professional Learning :
Mots-clés :
Professional Development; Heuristic Diagrams; Teachers and Teaching: Theory and Practice; Formative Assessment; assessment; Van Diggelen; education policy; Teacher Professional Learning; Teacher Learning; learning processes; Self-assessment Procedure; Classroom Assessment Practices; self-assessment; Collaborative Action Research Project; teacher competence; PCK Development; Feedback Conversations; teacher support; Assessment Meetings; Supporting Teacher Professional Learning; Online Forums Interactions; Guskey’s Model; KMOFAP; Pre-and In-service Education; Cronbach’s Alpha Index; Coaching Intervention; Colleague Assessment; Science Teacher Education; Feedback Settings; Formative Assessment Processes; Collaborative Action Research; Digital Learning Resources