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

VICKY DUCKWORTH, Gordon. O Ade-Ojo*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

83 Downloads (Pure)

Abstract

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.
Original languageEnglish
Pages (from-to)1-21
JournalCreative Education
Volume11
Publication statusAccepted/In press - 19 Nov 2020

Keywords

  • assessment
  • transformation
  • conceptualization
  • reflection
  • community of practice
  • teacher development

Fingerprint Dive into the research topics of 'Moments in Transformation: Newly Qualified LIfelong Learning Teachers' Reconceptualization of Assessment in Practice'. Together they form a unique fingerprint.

Cite this