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ERIC Number: EJ925722
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1366-4530
Formative Conceptions of Assessment: Trainee Teachers' Thinking about Assessment Issues in English Secondary Schools
Taber, Keith S.; Riga, Fran; Brindley, Sue; Winterbottom, Mark; Finney, John; Fisher, Linda G.
Teacher Development, v15 n2 p171-186 2011
This paper explores the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. For some years teachers in English schools have worked in a context where the outcomes of formal testing have been used to judge school and teacher performance as well as student achievement. Research evidence that formative modes of assessment contribute more to student learning has in recent years led to strong recommendations that most classroom assessment should be "Assessment for Learning" (AfL). In reality the new orthodoxy of AfL is being championed in a context where high-stakes testing retains its perceived role in ensuring "accountability". Interviews with a sample of trainee teachers at an early stage of preparation for teaching suggest that their preconceptions about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching. (Contains 1 table.)
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 - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)