Opportunities for negotiation in formative assessment may benefit teachers' professional development. Detailed analysis of nine assessment dialogues involving pairs of nursing teachers in secondary... Show moreOpportunities for negotiation in formative assessment may benefit teachers' professional development. Detailed analysis of nine assessment dialogues involving pairs of nursing teachers in secondary vocational education showed that the amount of negotiation was limited. Assessment dialogues provided ample opportunities for negotiation (based on expressed disagreement), but more than half of these opportunities were neglected and hence not used to negotiate learning implications. Participants found it difficult to confront a colleague. Possible reasons for this, also methodological, are discussed with a view to future training, formative assessment and research. Show less
The literature indicates that teacher professional development and learning may be improved by using formative assessment procedures. This thesis focuses on a specific form of formative assessment,... Show moreThe literature indicates that teacher professional development and learning may be improved by using formative assessment procedures. This thesis focuses on a specific form of formative assessment, negotiated assessment, which is characterised by the exchange of views between assessor and assessee and the extensive involvement of the participants (assessees) in their own assessment procedure. The participants negotiate with their assessor about several aspects of the negotiated assessment procedure. Assumptions in negotiated teacher assessment are that the opportunities for negotiation might promote the development of a sense of agency in terms of teachers feeling in control of their learning and assessment processes and feeling able to pursue their learning objectives. This thesis covers four studies in which different aspects of negotiated assessment were examined. Its aim was to gain more knowledge about a negotiated assessment procedure to promote teacher learning in the area of stimulating students__ reflections. The results show that very little negotiation took place during the dialogues. Despite the lack of negotiation during the assessment meetings, the teachers reported a strong sense of agency. Overall, the teachers__ opinions indicated that the elements of the negotiated assessment procedure facilitated their professional learning. The contribution was particularly seen in change in their knowledge, beliefs, attitudes and practice. Teacher professional development; Teacher learning; Formative assessment; Negotiated assessment; Negotiation; Feedback; Agency; Reflection Show less
