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ERIC Number: EJ1135633
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0969-594X
Professional Controversies between Teachers about Their Summative Assessment Practices: A Tool for Building Assessment Capacity
Mottier Lopez, Lucie; Pasquini, Raphaël
Assessment in Education: Principles, Policy & Practice, v24 n2 p228-249 2017
This article describes two collaborative research projects whose common goal was to explore the potential role of professional controversies in building teachers' summative assessment capacity. In the first project, upper primary teachers were encouraged to compare their practices through a form of social moderation, without prior instructor input or theoretical preparation. In the second project, lower secondary school teachers were encouraged to compare their summative assessment practices with reference to a theoretical model of curriculum alignment, under the guidance of an instructor. The findings support the potentially constructive role of professional controversies in supporting teachers' professional development for summative assessment. They highlight the status of references called upon in discussion of controversies, and their contribution to the construction of the subjects under discussion.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A