Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Assessment (11)
- Teacher education (6)
- Higher education (4)
- Initial teacher education (4)
- Feedback (3)
-
- Numeracy (3)
- Professional development (3)
- Australia (2)
- Authentic assessment (2)
- Formative assessment (2)
- LANTITE (2)
- Mathematics (2)
- Moderation (2)
- Physical Activity (2)
- Physical education (2)
- Secondary (2)
- Standards (2)
- Teacher learning (2)
- Teacher quality (2)
- Aboriginal (1)
- Academic Degree (1)
- Accountability (1)
- Action Research/Primary School Teachers (1)
- Action research (1)
- Action-based research (1)
- Anxiety (1)
- Approaches to Teaching Inventory (1)
- Assessment capability (1)
- Assessment criteria (1)
- Assessment design (1)
Articles 1 - 30 of 68
Full-Text Articles in Education
Development Of A Teaching Performance Assessment In Australia: What Did We Learn?, Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger
Development Of A Teaching Performance Assessment In Australia: What Did We Learn?, Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger
Australian Journal of Teacher Education
Following increasing criticism of the variability in graduate teachers’ readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the …
Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan
Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan
Australian Journal of Teacher Education
In a rapidly changing global environment, Initial Teacher Educators (ITE) have a responsibility to role-model contemporary teaching approaches, which develop graduates who think creatively and flexibly in educational workplaces. An important aspect of this work is supporting pre-service teachers (PSTs) to understand how to design assessments which facilitate a deep understanding of student learning. This learning can be achieved through the implementation of assessments which model contemporary practices and enrich student learning in ITE courses. This paper discusses new ways to consider the purpose of assessment by focusing on Experiential Learning (EL) as a form of assessment in ITE. This …
Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure
Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure
Australian Journal of Teacher Education
Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A holistic case study was conducted with one teacher randomly selected among a group of volunteers. An original methodology was developed to measure the fidelity of the teacher’s practices to the different teaching practices and stages of explicit instruction. The teacher's practices were filmed on four occasions and analysed using an observation grid …
Teachers’ Perceptions And Experiences During An Annual Performance And Development Cycle, Kerry Elliott, John Hattie, Lorraine Graham
Teachers’ Perceptions And Experiences During An Annual Performance And Development Cycle, Kerry Elliott, John Hattie, Lorraine Graham
Australian Journal of Teacher Education
In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers’ experiences and perceptions of the cycle to understand the aspects perceived as valuable to these teachers. Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school’s annual performance and development cycle, and responses were thematically analysed. Findings suggest that school leaders perform a critical role in the …
Teacher Educators’ Perceptions Of Schoolteacher Feedback Literacy: Implications For Feedback Training In Teacher Education Programmes, Ying Zhan
Australian Journal of Teacher Education
Few studies have empirically explored the specific elements of schoolteachers’ feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educators in Hong Kong. The interviewees were asked to explicate the mind maps of schoolteacher feedback literacy that they had previously drawn. Data analysis revealed that the participants perceived schoolteacher feedback literacy as a three-dimensional concept, comprising knowledge, competence and disposition with specifications. In addition, the participants believed that schoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level …
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Australian Journal of Teacher Education
Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …
Changes In Students’ Perceptions Of Self-Assessment In Courses With Different Approaches To Assessment, Ester Aflalo
Changes In Students’ Perceptions Of Self-Assessment In Courses With Different Approaches To Assessment, Ester Aflalo
Australian Journal of Teacher Education
The importance of student self-assessment and its contribution to learning in teacher education is well documented in the research literature. However, we still need to better understand when and why self-assessment actually works. This study examines preservice teachers’ perception of self-assessment prior to and following experiencing self-assessment. The study included 135 students studying at two education colleges in Israel. The students attended courses with differing evaluation approaches. The findings show that the experience with self-assessment in the courses with formative evaluation or integrative evaluation encourages the students’ positive perception of self-assessment, in contrast to summative evaluation courses. The study expands …
Demonstrating ‘Impact’: Insights From The Work Of Preservice Teachers Completing A Graduate Teacher Performance Assessment, Peter D. Brett, Michelle Parks
Demonstrating ‘Impact’: Insights From The Work Of Preservice Teachers Completing A Graduate Teacher Performance Assessment, Peter D. Brett, Michelle Parks
Australian Journal of Teacher Education
Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and ‘impact’ through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse ‘impact’ in teaching, requires a nuanced understanding of what ‘impact’ is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia’s largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How ‘impact’ was articulated …
Using Systems Perspectives To Develop Underlying Principles For Educational Reform, John Daniel Kenny, Connie Cirkony
Using Systems Perspectives To Develop Underlying Principles For Educational Reform, John Daniel Kenny, Connie Cirkony
Australian Journal of Teacher Education
One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity of an education system, which involves multiple stakeholders, each with different levels of power, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set of six foundational and five enabling principles that support systemic educational reform. These 11 principles are put forward …
Australian Teachers’ Perception Of Their Preparedness To Teach Traumatised Students: A Systematic Literature Review., Glenys M. Oberg, India Bryce
Australian Teachers’ Perception Of Their Preparedness To Teach Traumatised Students: A Systematic Literature Review., Glenys M. Oberg, India Bryce
Australian Journal of Teacher Education
There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only …
Using Formative Assessment To Build Coherence Between Educational Policy And Classroom Practice: A Case Study Using Inquiry In Science, Connie Cirkony, John Daniel Kenny
Using Formative Assessment To Build Coherence Between Educational Policy And Classroom Practice: A Case Study Using Inquiry In Science, Connie Cirkony, John Daniel Kenny
Australian Journal of Teacher Education
In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policy-makers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers’ confidence to …
How Teachers Use Formative Assessment Strategies During Teaching: Evidence From The Classroom, Hem Chand Dayal
How Teachers Use Formative Assessment Strategies During Teaching: Evidence From The Classroom, Hem Chand Dayal
Australian Journal of Teacher Education
Using lesson observations, the study reported in this article explores how two practising secondary mathematics teachers implemented formative assessment actions in their classroom teaching. The study also investigated whether teachers’ beliefs about teaching and assessment could be mapped onto their classroom practices. In particular, while the two teachers were implementing student portfolio assessment in their own Year 9 mathematics lessons, the classroom observations focused on how they utilised formative assessment actions such as clarifying and sharing learning criteria intentions and criteria for success; activating students as instructional resources; and, providing feedback that moves learners forward. The findings suggest that one …
Using An Online Numeracy Practice Test To Support Education Students For The Numeracy Component Of The Lantite, Thuan Thai, Kate Hartup, Adelle Colbourn, Amanda Yeung
Using An Online Numeracy Practice Test To Support Education Students For The Numeracy Component Of The Lantite, Thuan Thai, Kate Hartup, Adelle Colbourn, Amanda Yeung
Australian Journal of Teacher Education
In Australia, teacher education students must pass the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) to meet accreditation requirements. Although this has been mandated since 2016, there are currently few resources available for students to use in preparation for the test. To help students prepare for the numeracy component of the LANTITE, we developed an online Numeracy Practice Test (NPT) through the institution’s learning management system. This study assessed the learning analytics from the NPT between students who subsequently passed the numeracy component of the LANTITE with those that failed. Our results show that students who passed performed …
The Value Of Praxis-Based Assessment To Stimulate Practical Engagement And Classroom Readiness In Online Initial Teacher Education, Katie M. Burke, Melissa Fanshawe
The Value Of Praxis-Based Assessment To Stimulate Practical Engagement And Classroom Readiness In Online Initial Teacher Education, Katie M. Burke, Melissa Fanshawe
Australian Journal of Teacher Education
The opportunity to undertake teaching degrees entirely via online learning has proliferated in the last decade. Research shows that students choose to engage with content and application activities when they are directly aligned to assessment. The researchers trialled praxis-based assessment which required completion of practical learning tasks embedded in core learning content over two semesters in two Australian Initial Teacher Education courses. The aim was to enhance online student engagement in practical learning. Insights into the student perspective were gained through a survey, interviews, and learning analytics. The results from this study showed praxis-based assessment increased student confidence, classroom readiness …
How Constructivist Theories Of Development Can Be Used To Re-Conceptualise Naplan As An Opportunity To Develop Student Resilience, Robert M. Vanderburg, Paul Trotter
How Constructivist Theories Of Development Can Be Used To Re-Conceptualise Naplan As An Opportunity To Develop Student Resilience, Robert M. Vanderburg, Paul Trotter
Australian Journal of Teacher Education
Teachers have come under increased pressure to improve educational outcomes as Australia has sought to meet the challenges of competing on an international level. This intensified pressure has been accompanied by improved levels of funding, a National Curriculum for all Australian states, and territories, along with assessments to measure these key outcomes. However, this increased level of scrutiny has affected the pedagogical choices of teachers. Traditional modes of instruction have been reinforced, with teachers moving away from effective constructivist approaches to learning. This article will propose that a reinterpretation of constructivist theories of development is needed to arrest this decline, …
The Policy-Driven Dimensions Of Teacher Beliefs About Assessment, Dennis Alonzo, Velma Labad, Jean Bejano, Florence Guerra
The Policy-Driven Dimensions Of Teacher Beliefs About Assessment, Dennis Alonzo, Velma Labad, Jean Bejano, Florence Guerra
Australian Journal of Teacher Education
Despite the advancement of the conceptualisations of teacher assessment literacy, teachers’ assessment practices remain relatively low due to misalignment between teachers’ beliefs on assessment and principles of effective assessment practices. The current assessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers’ exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers’ beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could …
The Role Of The Teacher As Assessor: Developing Student Teacher’S Assessment Identity., Audrey Doyle, Marie Conroy Johnson, Enda Donlon, Elaine Mcdonald, Pj Sexton
The Role Of The Teacher As Assessor: Developing Student Teacher’S Assessment Identity., Audrey Doyle, Marie Conroy Johnson, Enda Donlon, Elaine Mcdonald, Pj Sexton
Australian Journal of Teacher Education
The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the …
Investigating The Assessment Practices Within An Initial Teacher Education Program In An Australian University: Staff Perceptions And Practices, Georgina M. Barton, Margaret Baguley, Martin Kerby, Abbey Macdonald
Investigating The Assessment Practices Within An Initial Teacher Education Program In An Australian University: Staff Perceptions And Practices, Georgina M. Barton, Margaret Baguley, Martin Kerby, Abbey Macdonald
Australian Journal of Teacher Education
Effective assessment design and subsequent assessment practices are essential for student success in the higher education sector. A plethora of research on assessment in higher education exists which tends to focus primarily on the student experience. This paper shares results from a 3 phased study that explored staff perceptions related to assessment practices in an undergraduate Initial Teacher Education program within an Australian metropolitan university. First, course learning objectives, activities and assessment items were mapped to identify the presence of constructive alignment. Second, staff were invited to complete a survey and a follow-up interview in relation to understanding of assessment …
Initial Education Of Philosophy Teachers In Colombia: Association Between New Public Policy Requirements And National Standardized Tests, Alejandro Farieta-Barrera
Initial Education Of Philosophy Teachers In Colombia: Association Between New Public Policy Requirements And National Standardized Tests, Alejandro Farieta-Barrera
Australian Journal of Teacher Education
This paper evaluates the association between new public policy requirements for B.Ed. programs in Colombia —1) demand high-quality accreditation, 2) restrict distance modality, 3) restrict multidisciplinary programs, and 4) increase academic credits in education courses and pedagogical practices— and the outcomes of 1387 B.Ed. in Philosophy students in the National Saber Pro test 2016-2018, in ‘Education’ component. The methodology was multilevel linear regression; the residential region is the level variable, and were included other control variables (gender, age, ethnic minority, socioeconomic index, etc.). The results show that outcomes are associated with pedagogical practices and with non-multidisciplinary programs, supporting new regulations. …
Indonesian Teachers Beliefs On The Gap Between Educational Research And Practice, Yoppy Wahyu Purnomo, Puri Pramudiani, Tian Abdul Aziz, Amrita Kaur, Siti Noor Ismail, Ishaq Nuriadin
Indonesian Teachers Beliefs On The Gap Between Educational Research And Practice, Yoppy Wahyu Purnomo, Puri Pramudiani, Tian Abdul Aziz, Amrita Kaur, Siti Noor Ismail, Ishaq Nuriadin
Australian Journal of Teacher Education
Teachers' beliefs towards educational research has become one significant factor in explaining the gap between research and practice. The present study aimed at reviewing the scale to measure teachers' beliefs about the causes and problems related to research-based practices, describing beliefs that teachers appear to hold, and examining its relation to their demographic characteristics. The study involved 466 in-service teachers in Jakarta Province. The study employed the 24-item scale developed by Broekkamp and van Hout-Wolters (2007). The study indicated that 20 out of 24 items of the scale were valid and reliable to measure the teachers’ beliefs. The scale consisted …
Factor Structure Of Multicultural Teaching Competency Scale For School-Teachers In Hong Kong, Chi Hung Leung, Ming Tak Hue
Factor Structure Of Multicultural Teaching Competency Scale For School-Teachers In Hong Kong, Chi Hung Leung, Ming Tak Hue
Australian Journal of Teacher Education
This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. …
Voices On Data Literacy And Initial Teacher Education: Pre-Service Teachers’ Reflections And Recommendations, Shannon Kennedy-Clark, Vilma Galstaun, Peter Reimann, Taylor Martyn, Kiatin Williamson, Jessica Weight
Voices On Data Literacy And Initial Teacher Education: Pre-Service Teachers’ Reflections And Recommendations, Shannon Kennedy-Clark, Vilma Galstaun, Peter Reimann, Taylor Martyn, Kiatin Williamson, Jessica Weight
Australian Journal of Teacher Education
The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one’s own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward …
Implementing A Teaching Performance Assessment: An Australian Case Study, John Buchanan, George Harb, Terry Fitzgerald
Implementing A Teaching Performance Assessment: An Australian Case Study, John Buchanan, George Harb, Terry Fitzgerald
Australian Journal of Teacher Education
This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA’s contribution to final-year pre-service teachers’ learning and professional readiness. We conclude that the TPA, as a threshold task, is …
Teacher Perspectives On The Use Of The Australian Professional Standards For Teachers As Part Of Their Evaluation Process, Damien Barry, Donna Pendergast, Katherine Main
Teacher Perspectives On The Use Of The Australian Professional Standards For Teachers As Part Of Their Evaluation Process, Damien Barry, Donna Pendergast, Katherine Main
Australian Journal of Teacher Education
Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed …
Australia’S Literacy And Numeracy Test For Initial Teacher Education Students: Trends In Numeracy For Low- And High-Achieving Students, Jennifer Hall, Simone Zmood
Australia’S Literacy And Numeracy Test For Initial Teacher Education Students: Trends In Numeracy For Low- And High-Achieving Students, Jennifer Hall, Simone Zmood
Australian Journal of Teacher Education
The numeracy capabilities of pre-service teachers are a recent focus in the Australian educational system. In this article, we discuss findings from an analysis of data from the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE), which is administered by the Australian Council for Educational Research. In our analysis, we considered numeracy test data from 20 students from one Australian university: those who achieved the 10 highest and the 10 lowest overall numeracy scores in 2016 at this university on their first attempt of the test. We found that these groups clearly have particular characteristics that were linked …
Professional Learning Interventionn In Mathematics: A Case Of Developing Portfolio Assessment, Hem Chand Dayal, Bronwen Cowie
Professional Learning Interventionn In Mathematics: A Case Of Developing Portfolio Assessment, Hem Chand Dayal, Bronwen Cowie
Australian Journal of Teacher Education
: This paper reports findings from a Fijian study that engaged secondary mathematics teachers in a two-day professional development workshop on the use of portfolios as an alternative means of assessing student learning in mathematics. Utilising an action research approach with a view to involve teachers as key stakeholders in mathematics education, the professional development prompted a small group of secondary mathematics teachers to think about the mathematics content and processes which could not be assessed using written tests, and to develop assessments that would reflect higher-order thinking in mathematics. While the majority of the teachers came up with ideas …
Assessment For Learning While Learning To Assess: Assessment In Initial Teacher Education Through The Eyes Of Pre-Service Teachers And Teacher Educators, Nicole Brunker, Ilektra Spandagou, Christine Grice
Assessment For Learning While Learning To Assess: Assessment In Initial Teacher Education Through The Eyes Of Pre-Service Teachers And Teacher Educators, Nicole Brunker, Ilektra Spandagou, Christine Grice
Australian Journal of Teacher Education
Competing demands on assessment pose an ongoing challenge for Higher Education. In Initial Teacher Education (ITE) these demands are problematised further in meeting the roles of assessment for measurement, accountability, learning and curriculum. ITE holds a dual role of teaching through content and practice, whereby Pre-Service Teachers (PST) are assessed for learning while learning to assess, thus positioning assessment as curriculum. This exploratory study sought insight into PST and Teacher Educator’s (TE) perceptions of assessment within a postgraduate ITE program. TEs and PSTs alike recognised and valued the assessment processes in focusing attention on learning while developing understanding of assessment …
'Nobody Is Watching But Everything I Do Is Measured': Teacher Accountability, Learner Agency And The Crisis Of Control., Joanne Dargusch, Jennifer Charteris
'Nobody Is Watching But Everything I Do Is Measured': Teacher Accountability, Learner Agency And The Crisis Of Control., Joanne Dargusch, Jennifer Charteris
Australian Journal of Teacher Education
It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and in-school PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in …
Is It Worth The Effort? Evaluating A Third Generation Research Method For A Third Generation Approach To The First Year Experience In Higher Education, Trevor S. Black, Romina Jamieson-Proctor
Is It Worth The Effort? Evaluating A Third Generation Research Method For A Third Generation Approach To The First Year Experience In Higher Education, Trevor S. Black, Romina Jamieson-Proctor
Australian Journal of Teacher Education
: The first year experience of students studying at higher education institutions has been intensively studied over the past forty years (Nelson & Clarke, 2014). Much has been learnt, but institutions are continuing to face unacceptable levels of student withdrawal. Concerns have been raised that the constructs on which previous studies have been based may be restricting researchers’ efforts to develop a deeper understanding of the first year phenomena (Kahu, 2013). There is strong support for new and creative ways to investigate the lived experience of first year students across their full first year of study. This paper details and …
Exploring Teachers’ Assessment Literacy: Impact On Learners’ Writing Achievements And Implications For Teacher Development, Morteza Mellati, Marzieh Khademi
Exploring Teachers’ Assessment Literacy: Impact On Learners’ Writing Achievements And Implications For Teacher Development, Morteza Mellati, Marzieh Khademi
Australian Journal of Teacher Education
Teacher-mediated classroom assessment might have significant impacts on learners’ academic achievements and teachers’ development. The current study investigated teachers’ assessment literacy and its impact on their current assessment practices and learners’ writing outcomes. The study sought to gain an understanding of the extent to which teachers’ assessment literacy affects their practices and their learners’ outcomes. To conduct the study and gather the required data, the researchers employed teachers’ assessment literacy inventory, semi-structured interview, non-participatory observation, and Writing Competence Rating Scale (WCRS). Ten male EFL instructors and 75 male sophomores from Iranian EFL contexts were selected from four language schools in …