University of Twente Student Theses


A Teacher Development Program about Formative Assessment for primary education teachers

Hegeman, Karlijn (2020) A Teacher Development Program about Formative Assessment for primary education teachers.

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Abstract:In the past few years, Assessment for Learning (AfL) has become a common theme at educational conferences, a standard offering in test-company catalogues and a subject of government tenders. AfL is defined as: “the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning process, where they need to go and how best to get there”. The aim of this study was to redesign an existing Teacher Development Program (TDP) for secondary education about AfL, developed by the University of Twente, for primary education teachers. The two research questions that have been answered during this study using Educational Design Research are: 1. “What does a TDP about AfL for primary education look like?” 2. “How do primary education teachers and consultants experience the TDP?” The answer to the first research question is that the whole TDP consists of six sessions, from which the first session is an introduction to AfL and the other five sessions each represent one of the five strategies from Wiliam and Thompson. The TDP is specific for primary education, because the five strategies can be applied in all subjects and the activities that are provided for use in classroom, are adapted to the age of primary education students. This study led to a completely developed introduction session, which was formatively evaluated based on a try-out. The answer to the second research question about how teachers and consultants experienced the TDP, is that teachers and consultants were positive about the TDP. Teachers, for example, especially liked the varied working methods that were used in the TDP. They also liked the combination of videos and information. Consultants liked the varied working methods and the clear assignments. A point of improvement, however, was that the TDP did not sufficiently fit teachers’ prior knowledge and therefore teachers and consultants advised to research prior knowledge beforehand and go more into depth during the TDP. These improvements were used to adapt the TDP. In future research, the other sessions of the TDP could be developed and could also be tried out. Also, it could be researched whether students see a difference in teaching practice after teachers participated in the TDP.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Programme:Educational Science and Technology MSc (60023)
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