The characteristics of a negotiated assessment procedure to promote teacher learning

Leiden Repository

The characteristics of a negotiated assessment procedure to promote teacher learning

Title: The characteristics of a negotiated assessment procedure to promote teacher learning
Author: Verberg, Christina Petronella Maria
Publisher: ICLON Leiden University Graduate School of Teaching, Faculty of Social and Behavioural Sciences, Leiden University
Issue Date: 2013-04-18
Keywords: Agency
Feedback
Formative assessment
Negotiated assessment
Negotiation
Reflection
Teacher learning
Teacher professional development
Abstract: The literature indicates that teacher professional development and learning may be improved by using formative assessment procedures. This thesis focuses on a specific form of formative assessment, negotiated assessment, which is characterised by the exchange of views between assessor and assessee and the extensive involvement of the participants (assessees) in their own assessment procedure. The participants negotiate with their assessor about several aspects of the negotiated assessment procedure. Assumptions in negotiated teacher assessment are that the opportunities for negotiation might promote the development of a sense of agency in terms of teachers feeling in control of their learning and assessment processes and feeling able to pursue their learning objectives. This thesis covers four studies in which different aspects of negotiated assessment were examined. Its aim was to gain more knowledge about a negotiated assessment procedure to promote teacher learning in the area of stimulating students’ reflections. The results show that very little negotiation took place during the dialogues. Despite the lack of negotiation during the assessment meetings, the teachers reported a strong sense of agency. Overall, the teachers’ opinions indicated that the elements of the negotiated assessment procedure facilitated their professional learning. The contribution was particularly seen in change in their knowledge, beliefs, attitudes and practice. Teacher professional development; Teacher learning; Formative assessment; Negotiated assessment; Negotiation; Feedback; Agency; Reflection
Description: Promotor: N. Verloop, Co-promotor: E.H. Tigelaar
With summary in Dutch
Faculty: ICLON
Citation: Verberg, C.P.M., 2013, Doctoral thesis, Leiden university
ISBN: 9789490383107
Sponsor: NWO PROO projecto 411-06-313
Handle: http://hdl.handle.net/1887/20771
 

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application/pdf Chapter 1 General introduction 624.7Kb View/Open
application/pdf Chapter 2 657.9Kb View/Open
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application/pdf Chapter 5 623.9Kb View/Open Full text at publisher site
application/pdf Chapter 6 General conclusions and discussion 592.9Kb View/Open
application/pdf Summary in Dutch 581.5Kb View/Open
application/pdf References 593.1Kb View/Open
application/pdf Appendices 600.6Kb View/Open
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application/pdf Propositions 152.5Kb View/Open

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