Magaji, Ade (2022) Trainee teachers’ classroom assessment practices: towards a pedagogy of learning. In: Assessment in Higher Education (AHE) Conference: Contemporary assessment practice in the new age of higher education., 22nd Jun - 24th Jun 2022, Manchester, UK. (Unpublished)

Preview

PDF (Abstract of paper) 31047_MAGAJI_Trainee_teachers_classroom_assessment_practices.pdf - Other Download (76kB) | Preview

Abstract

The study highlights various classroom assessment practices carried out by trainee teachers in Early Years, Primary, Secondary, and Further Education with a focus on sharing good practices and planning interventions to support pedagogy.
This mixed-method research is carried out in a university that runs PGCE courses for trainee teachers. Data is collected through questionnaires, interviews, focus group discussions, and lesson observations. The questionnaire is informed by James and Pedder’s (2006) approach to teachers' classroom assessment practices and will be analysed using an exploratory factor analysis while lesson observations, interviews and focus group discussions will be analysed using thematic analysis.

Item Type:	Conference or Conference Paper (Paper)
Additional Information:	" All proposals that were accepted through peer review for the postponed 2020 & 2021 AHE conferences are already accepted for 2022. Authors may amend their proposals on-line or withdraw their proposal by contacting the AHE Event Manager (linda.shore@cumbria.ac.uk). " - MP
Uncontrolled Keywords:	assessment for learning; pedagogy; trainee teachers
Subjects:	L Education > L Education (General) 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)
Related URLs:	Organisation
Last Modified:	09 Feb 2024 13:57
URI:	http://gala.gre.ac.uk/id/eprint/31047

Actions (login required)

View Item

Downloads