Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo

Autor/inn/en	Brevik, Lisbeth M.; Blikstad-Balas, Marte; Engelien, Kirsti Lyngvaer
Titel	Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo
Quelle	In: Assessment in Education: Principles, Policy & Practice, 24 (2017) 2, S.164-184 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1239611
Schlagwörter	Teacher Education Programs; Foreign Countries; Instructional Design; Masters Programs; Teaching Methods; Educational Principles; Self Evaluation (Individuals); Educational Practices; Student Teachers; Student Teacher Attitudes; Video Technology; Instructional Improvement; Tests; Educational Assessment; Student Evaluation; Models; Sociocultural Patterns; Evaluation Methods; Mixed Methods Research; Norway (Oslo) + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Magister course; Magisterstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Bildungspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Unterrichtsqualität; Examination; Prüfung; Examen; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Analogiemodell; Soziokulturelle Theorie
Abstract	This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers, aiming to identify (a) the operationalisation of the assessment curriculum at the university campus, and in school practice, (b) how the student teachers use assessment principles as tools in their instructional designs and (c) how they self-assess their teaching practice. Our main finding is that student teachers seem to be more concerned with assessing their students than using self-assessment to improve their instruction. Based on the findings, we argue the importance of relating the teaching and learning activities with the assessment situations used in the teacher education programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01