09 SES 14 B JS, Developing the Assessment Capacity of Teachers and Intending Teachers: Theory and Practice (Part 2)
Joint Symposium NW 09 and NW 10 continued from 09 SES 13 B JS
In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are expected to support and improve learning outcomes for students in response to their individual needs (OECD, 2013). To sustain such improvements, they need strong theoretical frameworks for assessment and evaluation that will help them to make principled changes to their practice (Mansell and James, 2009). However, they often hold deeply rooted views on learning and assessment that can inhibit change, finding it challenging to understand the complicated and dynamic interactions amongst curriculum, assessment and pedagogy and the learning environment to support students’ learning. Many teachers continue to think of assessment as separate from, rather than integral to, pedagogy and focus on coverage of curriculum content rather than on understanding and assessment of progression in knowledge, concepts and skills and their application. Support for teachers to uncover and confront their prior beliefs about assessment and evaluation and reflect on the impact they have on pedagogy is seldom an integral element of professional development (Livingston, 2015). The changes needed to develop teachers’ capacity in assessment involve understanding more about them as individual learners and the conditions that best promote their learning, as well as their students. The paper will therefore explore three related issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ CLPL can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and career-long professional learning will be considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland in the context of curriculum, assessment and pedagogical change (Hutchinson and Young, 2011; Livingston, 2012). The discussions about teachers’ learning will draw on socio-cultural theories of learning (Vygotsky, 1978); adult learning theories (Mezirow, 1997); professional learning communities (Wenger, 2010); and peer-mentoring (Livingston and Shiach, 2013). The results of the analysis will be presented with a particular focus on identifying the conditions in schools necessary to build teachers’ capacity in assessment through career-long professional learning through system, culture and practice change.
Hutchinson, C. & Young, M. (2011). Assessment for Learning in the Accountability Era: Empirical Evidence from Scotland. Studies in Educational Evaluation, 37, 62–70. Livingston, K. (2012). Quality in teachers’ career-long professional development. In J. Harford, B. Hudson and H. Niemi, Quality Assurance and Teacher Education Policy: International Challenges and Expectations. Oxford: Peter Lang. Livingston, K. & Shiach, L. (2013). Teaching Scotland’s future: Mentoring Pilot Partnership Project. Final report. Glasgow: Education Scotland. Livingston, K. (2015). Pedagogy and Curriculum – Teachers as Learners. In D. Wyse, L. Hayward and J. Pandya (eds) Curriculum, Pedagogy and Assessment. London: Sage Publications. Mansell, W, James M & the Assessment Reform Group (2009). Assessment in Schools: Fit for Purpose, Teaching and Learning Research Programme http://www.tlrp.org/pub/documents/assessment.pdf Mezirow, J. (1997). Transformative learning: theory to practice. New Directions for Adult and Continuing Education, 74, 5–12. OECD (2013). Synergies for Better Learning: An international perspective on evaluation and assessment. Paris: Organisation for Economic Cooperation and Development. Vygotsky, L.S. (1978). Mind in Society: the development of higher psychological processes. Cambridge, MA: Harvard University Press. Wenger, E. (2010). Communities of Practice and Social Learning Systems. In C.Blackmore (ed.), Social Learning Systems and Communities of Practice. London: Open University with Springer-Verlag.
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
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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