Assessment at school – Teachers' diary-supported implementation of a training program |
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| Institution: | 1. Universtiät Wien, Vienna, Austria;2. University of North Carolina, Chapel Hill, NC, USA;1. Towson University, Towson, 8000 York Road, Towson, MD, 21252, USA;2. University of North Carolina at Charlotte, Charlotte, 9201 University City Blvd, Charlotte, NC, 28223, USA;1. Universität Hamburg, Faculty of Education, Movement, Games and Sports Education, Von-Melle-Park 8, 20146 Hamburg, Germany;2. Kiel University, Institute of Educational Sciences, Department of Research on Teaching and Teacher Education, Olshausenstr. 75, 24118 Kiel, Germany;1. Kiel University, Germany;2. Leibniz Institute for Science and Mathematics Education, Germany |
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| Abstract: | Forty-seven secondary school teachers participated in a four-week training program on assessment strategies. A subgroup of 15 teachers documented their implementation of the training content and rated their reflective practice in standardized diaries. Teachers most often applied techniques of trying to avoid judgment biases, followed by systematic observation. The higher teachers' self-reported use of reflection and the greater the frequency of open reflection in the diaries, the better teachers' assessment competence was afterwards. In conclusion, some strategies seem to be easier to implement than others, and diaries have the potential to be not only evaluation tools, but also “intervention boosters”. |
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