Learning about Assessment for Learning: A Framework for Discourse about Classroom Practice

Autor/inn/en	Brandom, Ann-Marie; Carmichael, Patrick; Marshall, Bethan
Titel	Learning about Assessment for Learning: A Framework for Discourse about Classroom Practice
Quelle	In: Teacher Development, 9 (2005) 2, S.201-217 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Observation; Formative Evaluation; Factor Analysis; Foreign Countries; Questionnaires; Trend Analysis; Teaching Methods; Classroom Techniques; Secondary School Teachers; Graduate Students; Interviews; Teacher Effectiveness; Teaching Skills; Inquiry; Evaluation Methods; Teacher Education; Partnerships in Education; Educational Change; United Kingdom + Suchen Sie Ihr Suchwort? Beobachtung; Faktorenanalyse; Ausland; Fragebogen; Trendanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerausbildung; Lehrerbildung; Hochschulpartnerschaft; Bildungsreform; Großbritannien
Abstract	"Learning how to Learn--in classrooms, schools and networks" is a four-year, multi-site project funded under the Economic and Social Research Council Teaching and Learning Research Programme and concerned with the development of formative assessment practice. This article describes how analysis of a large double-scale questionnaire administered across project schools provided not only information about trends in teacher values and practices, but also a basis for observation, analysis and discourse about classroom practice. A group of secondary Postgraduate Certificate of Education trainees were provided with a semi-structured observational framework derived from factor analysis of questionnaire responses in order to guide their observation of classroom video and analysis of teacher interviews. While all trainees were able to identify effective practice and to relate it to their own evolving craft knowledge, for a minority the framework also provided a focus for enquiry and dialogue about the relationships and tensions between the values and practices of the featured teachers and of the participating trainees themselves. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10