
Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands
Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation
to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the
programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.
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Keywords: assessment literacy; meaningful learning; professional development programme; summative assessment; teacher professional growth
Document Type: Research Article
Publication date: April 1, 2020
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