Assessment for learning: developing the required teacher competencies

Christel Wolterinck*, Cindy Poortman, Kim Schildkamp, Adrie Visscher

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

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.

Original languageEnglish
JournalEuropean journal of teacher education
Early online date19 Sep 2022
DOIs
Publication statusE-pub ahead of print/First online - 19 Sep 2022

Keywords

  • Assessment for learning
  • Formative assessment
  • Instructional design
  • Professional development
  • Teacher education
  • UT-Hybrid-D

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