Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorGulikers, Judith-
dc.contributor.authorSluijsmans, Dominique-
dc.contributor.authorBaartman, Liesbeth-
dc.contributor.authorBartolo, Paul A.-
dc.identifier.citationGulikers, J., Sluijsmans, D., Baartman, L., & Bartolo, P. (2009). The power of assessment in teacher education. In A. Swennen, & M. van der Klink (Eds.), Becoming a teacher educator (pp. 173-188). Springer: Dordrecht.en_GB
dc.description.abstractThis chapter addresses three main assessment challenges faced in innovative assessment practices and aims to encourage teacher educators to take up these challenges in their assessment practices. The first challenge is to establish a shift from de-contextualised tests to more authentic assessments. This requires the development of assessments that observe student teachers’ performance in situations that resemble the current and future teaching practice as much as possible. A second challenge is to increase student teachers’ involvement in assessment by handing over the responsibilities of assessor from teacher educator to student teacher. After all, one of the main responsibilities of teachers is to assess their pupils in schools. For teacher educators, this means that they need to equip student teachers with assessor skills, like developing appropriate assessment criteria and giving adequate feedback on student performance. Because assessment is a delicate issue and many important educational decisions are based on assessment outcomes, it is important to assure the quality of assessment. A third challenge is, therefore, that teacher educators critically evaluate the quality of their own assessments and equip student teachers with the skills to do so in their own future practice as well. This chapter addresses these three challenges and offers practical guidelines for dealing with them in daily assessment practices.en_GB
dc.publisherSpringer Science+Business Media B.V.en_GB
dc.subjectEducation -- Study and teaching -- Maltaen_GB
dc.subjectEducation -- Maltaen_GB
dc.subjectTeachers -- In-service training -- Maltaen_GB
dc.subjectEducation -- Researchen_GB
dc.titleThe power of assessment in teacher educationen_GB
dc.title.alternativeBecoming a teacher educatoren_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holderen_GB
dc.identifier.doi10.1007/978-1-4020-8874-2 13-
Appears in Collections:Scholarly Works - FacSoWPsy

Files in This Item:
File Description SizeFormat 
  Restricted Access
330.31 kBAdobe PDFView/Open Request a copy

Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.