NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866430
Record Type: Journal
Publication Date: 2009-Jun
Pages: 15
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-1354-0602
Assessment Orientation in Formative Assessment of Learning to Teach
Tillema, Harm H.; Smith, Kari
Teachers and Teaching: Theory and Practice, v15 n3 p391-405 Jun 2009
How mentors in their role as assessors appraise practice teaching lessons may strongly influence their student teachers' learning of how to teach. It can be contended that an assessment for learning (AfL) perspective on process and criteria of appraisal will support a shared valuation of student teachers' practice teaching and acceptance of recommendations to improve subsequent performance. However, previous research shows that assessors adopt different orientations to formative evaluation and do not necessarily take into account (learning) perspectives of the student teacher. Therefore, this study gauged whether "following recommendations" as a result of an AfL (to teach) is influenced differentially by a performance perspective as compared to a learning perspective on assessment by the assessor. More specifically, this study deals with the following questions: Is student teachers' acceptance of feedback affected differently by the assessment orientation of their assessors? and How is "acceptance of feedback" related to "following recommendations"? The findings of this study show that both assessment orientations are ill-related to acceptance of feedback and a subsequent following of recommendations. (Contains 1 figure and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A