Formative Assessments and Teacher Professional Learning

ISBN-13: 9781138300033 / Angielski / Miękka / 2018 / 134 str.

Dineke E. H. Tigelaar; Douwe Beijaard

Opis

This book presents several studies on approaches to formative assessment of teachers, both before they start working, and during their careers. These approaches draw on insights from studies into effective teacher professional development. This book was originally published as a special issue of Teachers and Teaching: Theory and Practice.

Spis treści

Introduction: Formative assessment and teacher professional learning  1. Teachers’ use of a self-assessment procedure: the role of criteria, standards, feedback and reflection  2. Heuristics diagrams as a tool to formatively assess teachers’ research  3. A teacher competence development programme for supporting students’ reflection skills  4. Teacher learning through participation in a negotiated assessment procedure  5. What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science  6. Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: the KREST project  7. Formative assessment of teachers in the context of an online learning environment  8. Formative assessment of teacher learning: issues about quality, design characteristics and impact on teacher learning

O autorze

Dineke Tigelaar is an Assistant Professor and teacher educator at ICLON, Leiden University Graduate School of Teaching, The Netherlands. Her major research interests and publications pertain to teacher assessment and teachers’ professional development.

Douwe Beijaard is a Professor of Professional Learning at the Eindhoven School of Education of the Eindhoven University of Technology, The Netherlands. His research interests and publications pertain to the professional identity, development, and assessment of teachers.