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Aligning teacher assessments and teacher learning through a teacher learning progression
(SPRINGER HEIDELBERG, 2022)
This theoretical piece discusses the concept of a teacher learning progression in an attempt to integrate teacher learning and assessment. From the authors' perspective, the main features of the teacher learning progression ...
Improving Teachers’ Use of Formative Assessment in School Based Assessment
(2014-12-05)
This action research project sought to capture how a professional development workshop could be used to improve teachers’ use of formative assessment in school-based assessments. The study involved a pre- post-test design ...
Initial teacher efficacy of in-service secondary teachers in Trinidad and Tobago
(2016-05-10)
Teacher efficacy is largely unexplored in Trinidad and Tobago, resulting in a deficit in understanding of teachers' beliefs about their ability to teach. This is important since teachers' beliefs influence how they feel ...
Teachers’ Conceptions of Assessment
(University of Auckland, 2002)
Teachers’ conceptions are powerful in shaping the quality of their instructional practice. The purpose of this thesis is to defend a four-facet model of teachers’ conceptions of assessment, which revolves around emphasising ...
Teachers’ Conceptions of Assessment
(University of Auckland, 2002)
Teachers’ conceptions are powerful in shaping the quality of their instructional practice. The purpose of this thesis is to defend a four-facet model of teachers’ conceptions of assessment, which revolves around emphasising ...
Lifelong Learning and Metacognition in the Assessment of Pre-service Teachers in Practice-Based Teacher Education
(2021)
Initial teacher education should prepare pre-service teachers to develop effective teaching and lifelong learning tendencies. This study aimed to identify the component to consider in pre-service teachers’ assessment ...
Stages of Concern of Teachers in the Victoria Education District About the Continuous Assessment Component of the Secondary Entrance Assessment
(2014-12-05)
This study investigated which stages of concern were most prevalent among Standards 4 and 5 teachers who were implementing the Continuous Assessment Component (CAC) of the Secondary Entrance Assessment (SEA) examination ...