Aligning Teacher Assessments and Teacher Learning through a Teacher Learning Progression

Autor/inn/en	Santelices, Maria Veronica; Wilson, Mark
Titel	Aligning Teacher Assessments and Teacher Learning through a Teacher Learning Progression
Quelle	In: Educational Assessment, Evaluation and Accountability, 34 (2022) 4, S.509-532 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-022-09388-w
Schlagwörter	Teacher Education; Teacher Evaluation; Alignment (Education); Knowledge Level; Formative Evaluation; Summative Evaluation + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Wissensbasis
Abstract	This theoretical piece discusses the concept of a "teacher learning progression" in an attempt to integrate teacher learning and assessment. From the authors' perspective, the main features of the "teacher learning progression" are the longitudinal understanding of teacher knowledge and practice, and the opportunity to align teacher evaluations' formative and summative purposes. Criteria to assess existing "teacher learning progressions" are proposed and used to examine examples of teacher assessment systems implemented in different parts of the world. The concept of "teacher learning progression" has national and international implications for teacher training, for teaching assessment and for the design and implementation of educational policies. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01