Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Duckworth, Vicky (2020) Moments in transformation: Newly qualified lifelong learning teachers’ reconceptualization of assessment in practice. Creative Education, 11 (11). pp. 2477-2497. ISSN 2151-4755 (Print), 2151-4771 (Online) (doi:https://doi.org/10.4236/ce.2020.1111182)

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Abstract

This study aims to establish the time and process of transformation in the understanding and practice of beginner teachers in their assessment practice. It investigates the pre- and post-training conceptualisations of assessment amongst recently qualified teachers in the lifelong learning sector in the UK. Using the lens of transformative learning, it maps out the relevant processes, factors and time in re-conceptualisation. The study employed a combination of statistical tools and content analysis for data analysis. It found that the dominant pre-training conceptualisation of assessment was in its summative essence and that re-conceptualization is dynamic and occurred mostly during practice through participatory rather than chronological experience. The study calls for a review of the structure and content of assessment education beyond training programmes.

Item Type:	Article
Additional Information:	© 2020 by authors and Scientific Research Publishing Inc. This work and the related PDF file are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Uncontrolled Keywords:	Assessment, Transformation, Conceptualisation, Reflection, Community of Practice, Teacher Development
Subjects:	L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU) Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development
Related URLs:	Publisher
Last Modified:	17 Jan 2022 16:17
URI:	http://gala.gre.ac.uk/id/eprint/30442

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