Aligning teacher assessments and teacher learning through a teacher learning progression
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 th...
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| Veröffentlicht in: | Educational assessment, evaluation and accountability evaluation and accountability, 2022-11, Vol.34 (4), p.509-532 |
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| container_title | Educational assessment, evaluation and accountability |
| container_volume | 34 |
| creator | Veronica Santelices, Maria Wilson, Mark |
| description | 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. |
| doi_str_mv | 10.1007/s11092-022-09388-w |
| format | Article |
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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
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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.</description><subject>Alignment (Education)</subject><subject>Assessment</subject><subject>Education</subject><subject>Educational evaluation</subject><subject>Formative Evaluation</subject><subject>Knowledge Level</subject><subject>Learning</subject><subject>Summative Evaluation</subject><subject>Teacher Education</subject><subject>Teacher Evaluation</subject><subject>Teacher evaluations</subject><subject>Teachers</subject><subject>Teachers, Rating of</subject><subject>Testing and Evaluation</subject><subject>Training</subject><issn>1874-8597</issn><issn>1874-8600</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9kNtKAzEQhoMoWKsvIAgFr7fmfLgspZ4oeKPgXchmk-2WbbYmW4pvb3S1XggSJgnzzzcz_ABcIjhFEIqbhBBUuIA4hyJSFvsjMEJS0EJyCI9__kyJU3CW0hpCLpQiI_A6a5s6NKGe9M7YlYsTk5JLaeNCnyYmVId860wcClex29WrifkrbWNXx0w3XTgHJ960yV18v2Pwcrt4nt8Xy6e7h_lsWViCYF94w1hpK2opEiWnpPK-IkoJYcuSlqWCFCtWcmKoqjD0UngnCWOOVkgqRiQZg-uhb579tnOp1-tuF0MeqbGgkHAu8z0G06GqNq3TTfBdH43Np3KbxnbB-SbnZwJLhLGSKAN4AGzsUorO621sNia-awT1p-V6sFxny_WX5XqfoasBcrGxB2DxiAjjHLOsk0FPWQu1i7-7_tP1A7j5jss</recordid><startdate>20221101</startdate><enddate>20221101</enddate><creator>Veronica Santelices, Maria</creator><creator>Wilson, Mark</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>87Z</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FL</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FRNLG</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K60</scope><scope>K6~</scope><scope>L.-</scope><scope>M0C</scope><scope>M0P</scope><scope>M2M</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20221101</creationdate><title>Aligning teacher assessments and teacher learning through a teacher learning progression</title><author>Veronica Santelices, Maria ; 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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.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s11092-022-09388-w</doi><tpages>24</tpages></addata></record> |
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| ispartof | Educational assessment, evaluation and accountability, 2022-11, Vol.34 (4), p.509-532 |
| issn | 1874-8597 1874-8600 |
| language | eng |
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| source | Springer Online Journals Complete |
| subjects | Alignment (Education) Assessment Education Educational evaluation Formative Evaluation Knowledge Level Learning Summative Evaluation Teacher Education Teacher Evaluation Teacher evaluations Teachers Teachers, Rating of Testing and Evaluation Training |
| title | Aligning teacher assessments and teacher learning through a teacher learning progression |
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