Assessment in Teacher Education: Stakeholder Conflict and Its Resolution

Autor/in	Bloxham, Sue
Titel	Assessment in Teacher Education: Stakeholder Conflict and Its Resolution
Quelle	In: Practitioner Research in Higher Education, 2 (2008) 1, S.13-21 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Teacher Education; Student Evaluation; Stakeholders; Measurement Objectives; Measurement Techniques; Evaluation Problems; Educational Practices; Certification; Quality Assurance; Achievement Rating; Academic Achievement; Lifelong Learning; Test Format; Conflict; Change Strategies; Higher Education + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Schulnote; Studentische Bewertung; Messtechnik; Bildungspraxis; Abschlusszeugnis; Zertifizierung; Qualitätssicherung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Schulleistung; Life-long learning; Lebenslanges Lernen; Testentwicklung; Konflikt; Lösungsstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This paper is a polemical discussion of assessment in teacher education. Working from the proposition that assessment serves a number of important purposes for a range of stakeholders (students, employers, quality assurance agencies, government), it argues that there is considerable potential for conflict between the different purposes. In an age of accountability and standards, assessment for learning may lose out to assessment of learning. The paper outlines a range of characteristics associated with assessment for learning and draws on examples of practitioner research to illustrate various approaches and methods of assessment that can improve the balance between these different purposes. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01