If I experience formative assessment whilst studying at university, will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE)

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates' subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning pr...

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Bibliographic Details
Published in:European journal of teacher education 2017-03, Vol.40 (2), p.171-190
Main Authors: Hamodi, Carolina, López-Pastor, Víctor Manuel, López-Pastor, Ana Teresa
Format: Article
Language:English
Subjects:
Case Studies
Curriculum Implementation
Educational Practices
Focus Groups
Foreign Countries
formative assessment
Formative Evaluation
Initial Teacher Education
Intention
Performance Factors
Preservice Teacher Education
Preservice Teachers
Prior Learning
professional teaching practice
Qualitative Research
Questionnaires
shared assessment
Statistical Analysis
Student Teacher Attitudes
Surveys
Teacher education
Teaching Experience
university graduates
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Summary:The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates' subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils' parents, etc.).
ISSN:0261-9768
1469-5928
DOI:10.1080/02619768.2017.1281909