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SUMMARY:Teachers’ beliefs on assessment for learning and how this relate
 s to national assessment practices - Dr Liz Winter (Kazakhstan Programme\,
  Faculty of Education\, University of Cambridge)
DTSTART:20141127T174500Z
DTEND:20141127T183000Z
UID:TALK56357@talks.cam.ac.uk
CONTACT:Laura Carnicero
DESCRIPTION:This presentation is based upon an empirical paper that sets o
 ne particular form of national assessment against the wider picture of wha
 t teachers say they set out to achieve for their pupils during school. Thi
 s starts with the collection of teachers’ attitudes towards assessment t
 hat return the range of where teachers see themselves in terms of meeting 
 their own definitions of students’ needs. Next\, these attitudes inform 
 on whether satisfactory achievement of any overall teaching mission (Korth
 agen\, 2004) is seen as possible or not. Although the work here reflects w
 hat is happening in Kazakhstan\, it has more general standing in challengi
 ng how nationally imposed assessment policies affect professionals that ma
 y or may not find certain tests or examinations in concordance with their 
 personal schema of a fair and appropriate assessment mechanism. The datase
 t upon which the research paper is based uses data collected in two phases
 : first application of a survey to teachers undergoing a professional deve
 lopment programme (Jan 2014)\; and reapplication of the survey in mainstre
 am secondary schools in three regions in Kazakhstan (Feb-May 2014). Conclu
 sions upon harmony and disharmony of teacher mission with national assessm
 ent are presented along with recommendations towards achieving better alig
 nment of the two.
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room GS3
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