NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821322
Record Type: Journal
Publication Date: 2005-Jul
Pages: 17
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1366-4530
Learning about Assessment for Learning: A Framework for Discourse about Classroom Practice
Brandom, Ann-Marie; Carmichael, Patrick; Marshall, Bethan
Teacher Development, v9 n2 p201-217 Jul 2005
"Learning how to Learn--in classrooms, schools and networks" is a four-year, multi-site project funded under the Economic and Social Research Council Teaching and Learning Research Programme and concerned with the development of formative assessment practice. This article describes how analysis of a large double-scale questionnaire administered across project schools provided not only information about trends in teacher values and practices, but also a basis for observation, analysis and discourse about classroom practice. A group of secondary Postgraduate Certificate of Education trainees were provided with a semi-structured observational framework derived from factor analysis of questionnaire responses in order to guide their observation of classroom video and analysis of teacher interviews. While all trainees were able to identify effective practice and to relate it to their own evolving craft knowledge, for a minority the framework also provided a focus for enquiry and dialogue about the relationships and tensions between the values and practices of the featured teachers and of the participating trainees themselves. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom