Teachers’ agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure... Show moreTeachers’ agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure developed a sense of agency. We investigated not only whether teachers participating in a such an assessment procedure experienced agency and thus felt in control of the learning process and able to pursue their learning objectives, but also whether agency was visible, by looking at decision-making in real time: did teachers take an active role in their own assessment, especially regarding the learning objectives to be pursued, during the assessment meetings? We found that teachers experienced a high level of agency while participating in the assessment procedure, but did not consistently show this during the assessment procedure. 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
