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ERIC Number: EJ1012581
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: ERIC
Reference Count: 14
ISSN: ISSN-1354-0602
Formative Assessment of Teacher Learning: Issues about Quality, Design Characteristics and Impact on Teacher Learning
Smith, Kari
Teachers and Teaching: Theory and Practice, v19 n2 p228-234 2013
This special issue is a timely initiative in developing more knowledge and deeper understanding of assessment of, as, and for teaching. The alert reader might have noticed that the title of this author's contribution is not "Formative Assessment of Teachers", but "Formative Assessment of Teacher Learning". In her opinion it is the act of teacher learning which is object to assessment in the papers, and not the teacher as a person. Assessment research has to a large extent focused on understanding assessment of and for student learning, providing the faulty impressions that assessment of learning mainly relates to pupils or students, and not to teachers. Teacher learning has in itself been widely researched, but it has, to a large extent, ignored the assessment of teacher learning. So, the current special issue is a welcome contribution to all educators with an interest in assessment. The approach taken in this contribution to the special issue is to discuss the papers in a holistic perspective instead of going into each individual paper.
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Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A