Session Information
Contribution
A fundamental design principle of Scottish Teachers for a New Era (and the related TNE in USA) is that programme decisions are driven by evidence of pupil learning (Fallon, 2003). The STNE pilot aims to deliver high quality teachers. This will be demonstrable, at least in part, through evidence of such students and graduates contributing to growth in pupil learning. Clearly, fundamental for STNE is, therefore, to develop students' knowledge, understanding, and confident implementation of assessment strategies so these new teachers are able to enhance student performance and monitor pupil learning growth (or gains).Analysis of the Scottish Standard for Initial Teacher Education and that for Full Registration indicates that assessment is a crucial area for professional development as a beginning teacher moves from SITE to SFR. To meet SFR, a teacher is required not only to implement assessment as part of normal learning and teaching but also to use strategies to track pupil progression. Previous research on assessment examined some factors influencing the implementation of formative assessment strategies by two recent cohorts of final year students. The extent to which they saw further development in assessment as an important target for the induction year was also reviewed (Cowan, 2005). Data was also collected on students' confidence in tracking pupil learning growth and perceived barriers/factors enhancing to the implementation of such strategies.The current study builds on this longitudinal research following a third cohort of final year students as they move toward the induction year. The data is drawn from surveys, student's written assignments and interviews with a small group of students. Evidence of factors affecting their implementation of AIFL and success in tracking pupil learning growth are analysed and compared across the three cohorts. Differences between the three cohorts are then linked to changes introduced in the B.Ed. programme, providing baseline research evidence for future developments within the STNE pilot.Larger numbers of initial teacher education students on their final placement experimented with a wide range of Assessment is for Learning strategies and indictated their commitment to continue to employ these into their induction year than effectively implemented ways of tracking for pupil learning growth. National and in-school support for initiatives has a more powerful influence on their uptake than the requirements of University courses and faculty. Cowan, E. M. 2005. Assessment is for Learning: Experience of Two Student Cohorts. Assessment is for Learning Newsletter No 7. Dundee: Learning and Teaching Scotland Fallon, D. 2003. Teachers for a New Era: Memorandum for Project Managers. Carnegie Corporation of New York.Evidence Based Programme Development: a Case Studyby Elaine M CowanSchool of Education, The University of Aberdeen e.m.cowan@abdn.ac.uk Key words: formative assessment, tracking pupil learning growth, STNEA fundamental design principle of Scottish Teachers for a New Era (and the related TNE in USA) is that programme decisions are driven by evidence of pupil learning (Fallon, 2003). The STNE pilot aims to deliver high quality teachers. This will be demonstrable, at least in part, through evidence of such students and graduates contributing to growth in pupil learning. Clearly, fundamental for STNE is, therefore, to develop students' knowledge, understanding, and confident implementation of assessment strategies so these new teachers are able to enhance student performance and monitor pupil learning growth (or gains).Analysis of the Scottish Standard for Initial Teacher Education and that for Full Registration indicates that assessment is a crucial area for professional development as a beginning teacher moves from SITE to SFR. To meet SFR, a teacher is required not only to implement assessment as part of normal learning and teaching but also to use strategies to track pupil progression. Previous research on assessment examined some factors influencing the implementation of formative assessment strategies by two recent cohorts of final year students. The extent to which they saw further development in assessment as an important target for the induction year was also reviewed (Cowan, 2005). Data was also collected on students' confidence in tracking pupil learning growth and perceived barriers/factors enhancing to the implementation of such strategies.The current study builds on this longitudinal research following a third cohort of final year students as they move toward the induction year. Evidence of factors affecting their implementation of AIFL and success in tracking pupil learning growth are analysed and compared across the three cohorts. Differences between the three cohorts are then linked to changes introduced in the B.Ed. programme, providing baseline research evidence for future developments within the STNE pilot. ReferencesCowan, E. M. 2005. Assessment is for Learning: Experience of Two Student Cohorts. Assessment is for Learning Newsletter No 7. Dundee: Learning and Teaching Scotland Fallon, D. 2003. Teachers for a New Era: Memorandum for Project Managers. Carnegie Corporation of New York.Tel 01224 274620
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.