01 SES 11 C, Considering the Complexity of CPD for Teachers and Leaders
Parallel Paper Session
In the OECD review 2009-2012, Evaluation and Assessment Frameworks for Improving Schools Outcomes, Sweden was recommended to
· Invest in teacher professional development for assessment competencies
· Develop tools to support teachers in student assessment
· Strengthen short-cycle, classroom-based formative assessment
Based on the OECD recommendations, guidelines from The Swedish National Agency for Education, and local professional teacher demands, we have developed a model for improving teacher knowledge development in assessment, characterized by:
· Focus on pupil engagement, involvement, learning and wellbeing
· Research based knowledge in assessment
· Integration of knowledge and skills
· Multiple opportunities for teachers to learn and apply
· Opportunities to process new learning with others
· Knowledgeable expertise
· Active leadership
The hypotheses is that, by applying all the different aspects of the model, teachers’ theoretical knowledge, thinking, professional language, and assessment practices will change in ways that will improve pupils’ engagement, involvement, learning and wellbeing.
The design of the study include two groups of teachers (50 + 50) that physically meet once a month for a period of year. Before/between meetings the teachers read scientific literature on assessment, write reflections on their assessment practices in relation to given theory, and try out new assessment methods with their pupils. The teachers receive written feed-back from us in order to challenge existing assumptions and develop new knowledge and skills associated with positive outcomes for pupils. During the meetings the teachers receive research based lectures on assessment, and participate in smaller discussion groups in order to exchange their experiences in assessment. By the end of the year they are presented with an exam, a written paper describing how instruction is planned and assessment is carried out in a certain area of subject content. The teachers are also asked to critically review each other’s papers. The school-leaders are invited to take part of their teachers professional development.
Theoretical perspectives: Research on assessment (William, 2009 & 2011; Lundahl, 2011; Hirsh, 2011), knowledge and research utilisation (Robertson, 1997; Hultman & Robertson, 1998; Hargreaves, & Shirley, 2011) teachers’ learning and development (Black & Wiliam, 1998; Timperley, 2008; Hattie, 2009)
References: Black, P & Wiliam, D (1998). Inside the black box. Raising standards through classroom assessment. Department of Education & Professional Studies. Kings College. London. Graneheim, U.H. & Lundman, D. (2003). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Umeå university. Nurse Education Today (2004) 24, 105-112. Hargreaves, A. & Shirley. D. (2011). The fourth way. The Inspiring Future for Educational Change. Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hirsh, Å. 2011. A tool for learning? An analysis of targets and strategies in Swedish Individual Education Plans. Nordic Studies in Education 31, no 1: 14-30. Hultman, G. & Robertson Hörberg, C. (1998). Knowledge Competition and Personal Ambition. A Theoretical Framework for Knowledge Utilization and Action in Context. In Science Communication, Vol. 19 No. 4, June 1998 328 – 348. SAGE Publications, Inc. Krippendorff, K. (2004). Content Analysis. An introduction to its Methodology. SAGE Publications. Robertson Hörberg, C. (1997). Lärares kunskapsutnyttjande i praktiken. Ett personligt och kontextuellt perspektiv på vardagskunskap och forskning. (Teachers’ knowledge utilization in practice: A personal and contextual perspective on ordinary knowledge and research) Linköping studies in Education and Psychology Dissertations No. 53. Linköping university. The Swedish National Agency for Education (2009). What influences Educational Achievement in Swedish Schools? What influences Educational Achievement in the Swedish Compulsory Comprehensive School? How can changes in learning outcomes be explained? Skolverket. Timperly, H. (2008). Teacher Professional Learning and Development. International Academy of Education. International Bureau of Education. Wiliam, D. (2009). Assessment for learning: why, what and how? London: University of London, Institute of Education. Willam, D. (2011). Embedded formative assessment. Solution tree.
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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