Building teacher knowledge and skill: Getting to the heart of AfL

ResearchSpace Repository

Show simple item record Dixon, H en Hawe, Eleanor en 2017-05-22T23:59:25Z en 2015 en
dc.identifier.citation Assessment Matters, 2015, 9, 80 - 101 en
dc.identifier.issn 1176-7839 en
dc.identifier.uri en
dc.description.abstract An increasingly complex and ambitious conception of assessment that aims to enhance learning has seen the move from formative assessment to assessment for learning (AfL). In this study, an interpretive, qualitative approach was used to compare 21 practising teachers’ understandings of AfL prior to and at the conclusion of an undergraduate course and to investigate the course related experiences identified by these teachers as having had an influence on their post-course understandings. Data were gathered through the generation of artefacts during the course and post-course individual interviews. Although teachers’ pre-course understandings were an outmoded interpretation of Afl, post-course understandings showed significant shifts in teachers’ knowledge and understandings. The combined use of conventional and experiential approaches to support teacher learning was identified as a key factor in course members’ re-thinking of the roles and responsibilities of students and teachers within an AfL environment. en
dc.language English en
dc.publisher NZCER en
dc.relation.ispartofseries Assessment Matters en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Building teacher knowledge and skill: Getting to the heart of AfL en
dc.type Journal Article en
dc.identifier.doi 10.18296/am.0012 en
pubs.begin-page 80 en
pubs.volume 9 en
dc.description.version VoR - Version of Record en en
pubs.end-page 101 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 494824 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 2230-617X en
pubs.record-created-at-source-date 2015-08-14 en

Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record


Search ResearchSpace

Advanced Search