Skip to main content
padlock icon - secure page this page is secure

Teachers developing assessment for learning: mapping teacher change

Buy Article:

$48.00 + tax (Refund Policy)

This article seeks to explore how teachers develop assessment for learning practices in secondary school science, mathematics and English classrooms. Drawing on interviews, teacher reflective writing, lesson observations and field notes of teacher meetings, it highlights the importance of opportunities for professional dialogue between teachers and between teachers and researchers. This provides the impetus for teacher change so that emerging ideas can be evolved and honed into effective classroom practice. Teachers' understanding was deepened as they discussed their evolving practice with other practitioners who shared similar views and were attempting to make similar changes in their own classrooms. Anecdotal evidence arising from classroom incidents fostered cognition as a social process. This enabled teachers to challenge and develop their pedagogical content knowledge in a peer-supported environment.

No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: King's College London, United Kingdom

Publication date: 01 July 2005

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more