TY - JOUR
T1 - Assessment for learning
T2 - developing the required teacher competencies
AU - Wolterinck, Christel
AU - Poortman, Cindy
AU - Schildkamp, Kim
AU - Visscher, Adrie
N1 - Funding Information:
The authors would like to express their thanks to the Ministry of Education, Culture and Science and Stichting Carmelcollege for funding this research. The authors are grateful to SLO (National Curriculum Expertise Centre) for co-designing and providing the professional development described in this paper, with special thanks to Bas Trimbos, Emiel de Kleijn en Inge Jansen. Furthermore, the authors give special thanks to the teachers that participated in the research.
Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024/8/7
Y1 - 2024/8/7
N2 - Assessment for Learning (AfL) is complex requiring teacher competences for collecting, analysing and interpreting evidence of student progress, and for adapting instruction and learning accordingly. In this study, the four-component instructional design (4C/ID) model for complex learning was used to design a teacher professional development (TPD) programme for developing teachers’ AfL competences. The evaluation of the implementation of the program showed that teachers were positive about the relevance and usability of the program, and about the AfL knowledge, skills and attitudes gained. This study yields important lessons about how to support teachers in learning to apply AfL in their classrooms. The study shows that the 4C/ID model can provide the learning-psychological basis for the design of TPD programmes for the acquisition of complex teacher skills, that require the integration of skills, knowledge and attitudes.
AB - Assessment for Learning (AfL) is complex requiring teacher competences for collecting, analysing and interpreting evidence of student progress, and for adapting instruction and learning accordingly. In this study, the four-component instructional design (4C/ID) model for complex learning was used to design a teacher professional development (TPD) programme for developing teachers’ AfL competences. The evaluation of the implementation of the program showed that teachers were positive about the relevance and usability of the program, and about the AfL knowledge, skills and attitudes gained. This study yields important lessons about how to support teachers in learning to apply AfL in their classrooms. The study shows that the 4C/ID model can provide the learning-psychological basis for the design of TPD programmes for the acquisition of complex teacher skills, that require the integration of skills, knowledge and attitudes.
KW - UT-Hybrid-D
KW - Formative assessment
KW - Instructional design
KW - Professional development
KW - Teacher education
KW - Assessment for learning
UR - http://www.scopus.com/inward/record.url?scp=85138338082&partnerID=8YFLogxK
U2 - 10.1080/02619768.2022.2124912
DO - 10.1080/02619768.2022.2124912
M3 - Article
AN - SCOPUS:85138338082
SN - 0261-9768
VL - 47
SP - 711
EP - 729
JO - European journal of teacher education
JF - European journal of teacher education
IS - 4
ER -