Akadēmiskais centrshttps://doi.org/10.22364/atee.2022.04 | 54-71 | PDF | © University of Latvia, 2023
Reflection and Feedback as Predictors of Directed Development of Assessment Competence
Irena Labak1, Marija Sablić2, Branko Bognar2
1 Department of Biology, Josip Juraj Strossmayer University of Osijek, Croatia
2 Faculty of Humanities and Social Sciences, Josip Juraj Strossmayer University of Osijek, Croatia
Abstract. The assessment is part of the complex profile of teacher competencies that supports the development of teachers’ and students’ generic and professional competencies. The paper focuses on formative assessment, i.e., the approach to assessment as learning and assessment for learning that takes place during the learning process, which ultimately contributes to self-regulated learning. This paper aims to determine if there are changes in the use of formative assessment in the classroom. For this purpose, Biology teachers participated in reflective learning-based professional development.
In this action research, reflective learning was applied in learning communities. The learning process consisted of acquiring theoretical knowledge about formative assessment, applying what has been learned in the classroom, and (self)analyzing video recordings of the lessons according to the formative assessment representation form. The analysis provided (internal) feedback on progress and aspects for improvement as a starting point for a new cycle of reflective learning.
The initial recordings of the lessons showed that formative assessment needs improvement. The results indicate that professional development in formative assessment varied among teachers. One teacher was found to make steady progress during professional development, while other teachers were found to have sporadic and incoherent changes. We believe that the improvement of the professional development model should include explicit incentives for teachers to implement phases of self-regulated learning during professional development.
Keywords: assessment as learning, assessment for learning, formative assessment, online learning community, professional development
In:
To Be or Not to Be a Great Educator, 2022. Proceedings of ATEE Annual Conference
Riga: University of Latvia Press, 2023. 985 p.
Ed. L. Daniela
ISBN 978-9934-36-019-0
https://doi.org/10.22364/atee.2022