09 SES 10 B, Formative and Summative Assessments
This paper provides an analysis of the integration of Assessment for Learning (AfL) principles in the newly revised 5-year Master of Education (ME) programme at the University of Oslo, Norway; across disciplinary subjects, pedagogy, and school practice. The question of how to educate future teachers in effectively using assessments to promote, monitor, and report on student learning is timelier than ever. In an increasingly accountability-oriented European educational context, teachers are expected to provide dependable assessment – and teacher education programmes across countries are expected to enable their student teachers to use assessment in ways that increase and reflect student performance (e.g. DeLuca & Klinger, 2010).
This paper responds to the call for increased research in assessment education, by examining the integration of assessment principles in a specific teacher education programme . The integrated Master of Education (ME) programme examined in the study explicitly aims to educate future teachers in their application of assessment principles to promote student learning. The development of this programme has been a collaborative effort by the established teacher education programme at UiO and the Norwegian Centre for Professional Learning in Teacher Education (ProTed), to develop a future-oriented knowledge-based teacher education, carried out in close collaboration with student teachers, practitioners, teacher educators, and researchers, and involves activating the innovative, future- and internationally-oriented teacher. In the development of a coherent study design, UiO has consciously attempted to design assessment situations in which student teachers will have the opportunity to develop their competence and skills that are highly relevant for professional teaching practices.
Thus, the presentation will address key topics in European assessment education, as it investigates how assessment principles and practices are integrated in the university education, how the student teachers apply assessment principles in their own instructional practices at UiO's partner schools, and to what extent they use self-assessment principles to reflect on their own teaching practices. Such a perspective is in line with constructive alignment (CA), in which Biggs (1996) argues the importance of relating the teaching and learning activities with the assessment situations used in the teacher education programme – so-called dynamic assessment (Colleague 1 & Author 2, 2015; Poehner & Lantolf, 2005; Quellmalz et al., 2012). We aim to shed light on how innovative and research-based approaches to assessment can be integrated in teacher education – and discuss challenges and dilemmas encountered in preparing future teachers for dependable student assessment. We will argue the importance of enabling student teachers to apply assessment principles in their teaching, while at the same time using the principles to self-assess their own teaching practices
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00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
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Network 10. Teacher Education Research
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