Moments in Transformation: Newly Qualified LIfelong Learning Teachers' Reconceptualization of Assessment in Practice

This study aims to establish the time and process of transformation in the
understanding and practice of beginner teachers in their assessment practice.
It investigates the pre- and post-training conceptualisations of assessment
amongst recently qualified teachers in the lifelong learning sector in the UK.
Using the lens of transformative learning, it maps out the relevant processes,
factors and time in re-conceptualisation. The study employed a combination
of statistical tools and content analysis for data analysis. It found that the dominant pre-training conceptualisation of assessment was in its summative
essence and that re-conceptualization is dynamic and occurred mostly during
practice through participatory rather than chronological experience. The
study calls for a review of the structure and content of assessment education
beyond training programmes.