Formative assessment models and their impact on Initial Teacher Training英文资料.pdfVIP

Formative assessment models and their impact on Initial Teacher Training Debra Kidd, Institute of Education (Schon 1987) is enshrined within p. 1) refer to as ‘economies of As formative assessment models the rhetoric of the TDA. Yet the performance’ (audited outcomes) gain increasing prominence in unquestioned assumption in and ‘ecologies of practice’ (personal government documentation, the TDA documentation that and socially constructed sets of ‘professionalism’ can be classified expectations and behaviours – a Debra Kidd explores how they and categorised into a set of moral code) and while it may be might impact on Initial Teacher measurable ‘standards’, despite the possible to balance those aims Training (ITT) and explores how abstract qualities described therein by valuing both equally, it is not (such as ‘creative’) undermines the possible to do so by measuring one school, recently designated ability of the professional to be truly them in the same way and certainly a ‘National School of Creativity’ reflective in the ‘generative’ sense not while the publically shared is seeking to provide a creative (Schon, 1967 cited in Pakman 2000 indicators of success: examinations p5), which equip individuals with and ‘grades’, dominate. and meaningful approach to the capacity to adapt to change. assessment. This need for individuals to be These issues with professionalism able to adapt to a ra