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Trainee teachers’ classroom assessment practices: towards a pedagogy of learning.

Trainee teachers’ classroom assessment practices: towards a pedagogy of learning.

Magaji, A. (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., 30 Jun - 02 Jul 2021, Manchester, UK. (In Press)

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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)
Uncontrolled Keywords: assessment for learning, pedagogy, trainee teachers
Subjects: L Education > L Education (General)
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Department of Education & Community Studies
Related URLs:
Last Modified: 27 Jul 2021 17:40
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/31047

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