Journal article
Value, practice and proficiency: Teachers' complex relationship with assessment for learning
Teaching and teacher education, Vol.80, pp.39-47
04/2019
DOI: 10.1016/j.tate.2018.12.022
Abstract
•1054 teachers were surveyed on their values, practices, and proficiency of AfL.
•Teachers value AfL but feel they lack preparation and opportunities to practice it.
•They report proficiency and frequent use of summative tasks but value them less.
•Participants negotiate competing assessment priorities by adapting/redefining AfL.
•Development and change management must engage proficiency, perception and curriculum together.
Details
- Title: Subtitle
- Value, practice and proficiency: Teachers' complex relationship with assessment for learning
- Creators
- Christopher Charles Deneen - RMIT UniversityGavin W Fulmer - University of Iowa, Teaching and LearningGavin T L Brown - University of AucklandKelvin Tan - Nanyang Technological UniversityWei Shin Leong - Nanyang Technological UniversityHui Yong Tay - Nanyang Technological University
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.80, pp.39-47
- DOI
- 10.1016/j.tate.2018.12.022
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Publisher
- Elsevier Ltd
- Grant note
- name: National Institute of Education (NIE), Office of Education Research, award: OER 12/15 CCD
- Language
- English
- Date published
- 04/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993325402771
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