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Teaching and promoting innovative assessment in teacher education
January 13, 2017 @ 10:00 am - 3:30 pm
Ireland’s historical prohibition to allowing post-primary teachers to assess student work for summative purposes continues to penetrate the development of assessment in post-primary schools. The seminar is informed by the recent discussion in Ireland around post-primary teachers being responsible for assessing their own students’ work. The aim is to explore the extent to which teacher education is committed to producing teachers capable of meeting the assessment challenges of schools now and in the future.
Commenting on the assessment situation in Ireland, Pasi Sahlberg has noted that it is ‘unique globally in many ways. Internationally it is more common that teachers are the ones that insist more freedom and autonomy in assessing and grading their students rather than the other way around’ (cited in Humphreys 2015). It is this apparent resistance to freedom and autonomy in assessing students that has led to our interest in (i) establishing the extent to which the teaching of assessment in teacher education programmes supports (or not) the enactment of assessment in post-primary schools and (ii) how teacher education can most successfully engage with ongoing tensions in considering having teachers responsible for the formal assessment of their students’ work.
This seminar will complement the national focus on assessment that is being championed by the National Council for Curriculum and Assessment, who emphasise that effective ongoing assessment is about establishing where students are in their learning, where they are going and how best to get there (i.e., assessment FOR learning).
The learning objectives are designed to accommodate attendees at an earlier seminar as well as additional teacher educators who wish to join the seminar, and aim to:
- Provide teacher educators with the opportunity to listen to other teacher educator colleagues on their current assessment practices
- Provide support to those interested in considering and enacting innovative assessment practices within their teacher education programmes
- Begin mapping and exploring the realities of engaging with innovative assessment practices in teacher education programmes
- Agree an efficient, effective and meaningful way of collecting and recording data related to the enactment of assessment by teacher educators
Teacher educators and those who attended the 9th May 2016 seminar titled ‘Rich tasks as a framework for innovative assessment in teacher education’