Journal
TEACHING AND TEACHER EDUCATION
Volume 24, Issue 3, Pages 725-750Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2007.04.001
Keywords
professional development; teacher collaboration; self-regulated learning; professional practice; reflective teaching; accountability; monitoring; assessment; literacy
Categories
Ask authors/readers for more resources
This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives. (C) 2007 Elsevier Ltd. All rights reserved.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available