Teachers learn about student learning assessment through a teacher education process |
| |
| Institution: | 1. Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya, Rambla del Poblenou, 156, 08018, Barcelona, Spain;2. Department of Education, Pontifical Catholic University of Peru, Spain |
| |
| Abstract: | This study aims to understand the extent to which university professors adopt new pedagogical voices in their learning assessment practices through a teacher education process. Participants (N = 32) were interviewed before and after the teacher education process, and data were analysed using qualitative and quantitative methods. The results of the study demonstrated, first, that teachers renamed their educational discourse about learning assessment significantly, increasing it in assessment for learning practices, particularly in the themes of timing and agents, and reducing it in all themes referred to the assessment of learning practices. And second, three clusters of faculty were identified, which differed in terms of the way they merge both learning assessment practices: professors with a slight prevalence of the assessment for learning conceptual voice, professors with a slight prevalence of the assessment for learning practical voice, and professors with a strong prevalence of the assessment for learning voice. |
| |
| Keywords: | Assessment for learning Teacher learning Teacher education process Higher education |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
