The development of holistic professional competence through assessment - applying constructivist and reflective assessment practices in a teacher-training programme
Lorenzi, Francesca and Rami, Justin (2012) The development of holistic professional competence through assessment - applying constructivist and reflective assessment practices in a teacher-training programme. In: ETEN (European Teacher Network Conference), 19-21 Apr 2012, Coimbra.
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Traditional forms of assessment such, as essays and end of term examinations, are still widely used in higher education in Ireland as the sole assessment methods. These forms of assessment, while the may be valid and reliable methods for collecting evidence of acquisition of theoretical knowledge, they rarely afford students the opportunity to apply knowledge to key professional scenarios.
The authors draw on their experience as Lecturers and course designers for the module “Curriculum Assessment” which is offered to both, traditional full-time undergraduates and part-time professional educators. This paper describes the introduction of an assessment portfolio designed with the aim to promote the development of professional competence among teacher students and foster professional development among more experienced teachers and trainers in relation to assessment theory and practice. The authors of this paper view research and an integral part of teaching and learning. Therefore a constructivist approach to both teaching and learning and conducting research is essential. Using a mixed methodology approach the authors’ research was conducted using both quantitative and qualitative tools. A primary focus of the research used student reflection to generate relevant data suitable for triangulation; this was then coupled with the module evaluations and statistical data. The introduction of a new assessment format needs to be carefully planned an evaluated. The suitability of the assessment format should be evaluated in terms of the student population, the learning objectives and the learning.
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