TEACHER DEVELOPMENT FOR FORMATIVE ASSESSMENT Research…教师发展的形成评估研究.pdfVIP

Waikato Journal of Education 7:2001 TEACHER DEVELOPMENT FOR FORMATIVE ASSESSMENT BEVERLEY BELL AND BRONWEN COWIE 1. Department of Professional Studies, University of Waikato 2. Department of Mathematics, Science and Technology Education, University of Waikato ABSTRACT This article reports on the teacher development that occurred during a two-year research project on the formative assessment practices of primary and secondary school teachers of science. The teacher development involved the teachers professional, personal and social development. The project focused on clarifying what it was that served as formative assessment in the classroom. Personal development focused upon appreciating the risks and uncertainties involved in responding to what students are learning and acknowledging the importance of teacher confidence. Social development involved a re-examination of the nature of student-teacher interactions and of the complex and often contradicting roles of the teacher in relation to teaching, learning and assessment. INTRODUCTION Whilst the value of formative assessment as a way of improving learning outcomes is indicated in the research (Black Wiliam, 1998), its value is also being acknowledged by an increasing interest in providing teacher development in this area. In this paper, formative assessment is defined as: the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning (