Re-imagining teacher assessment
How teachers are encouraged (or not) to pursue ongoing professional learning in New Brunswick
Bibliographic Data
| ID | 6445854 |
|---|---|
| Authors | Ruth Ayoola-Adeniyi (0009-0006-7717-3091, University of New Brunswick, corresponding author) |
| Year | 2024 |
| Volume | 17 |
| Issue | 2 |
| Pages | 241-254 |
| Publication date | 2024-12-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/17577438241265462 |
| OpenAlex | W4405343076 |
| Language | EN |
| References cited | 33 |
Many conventional methods for evaluating teachers focus heavily on holding them accountable for their performance, often overlooking the importance of their personal and professional growth. This approach may have the unintended consequence of discouraging teachers from pursuing further development, as they may perceive that their efforts could be more valued or compensated more. As a result, it is crucial to adopt a more balanced approach that values both accountability and growth, which can help foster an environment that encourages teachers to be more engaged in their professional development. This paper re-imagines teacher assessment as a tool to foster ongoing learning. It explores how current assessment practices in New Brunswick, Canada, impact teachers’ engagement in professional development and learning. Using the case study approach, this paper incorporated semi-structured interviews and document reviews to investigate existing assessment frameworks, teacher perspectives, and the relationship between assessment and professional development participation. The key findings of this study highlight teachers’ willingness to enhance their professional expertise by participating in professional development and learning programs. However, teachers’ lack of participation in the selection and decision-making process of their preferred professional development and learning programs limits the effectiveness and relevance of meeting individual teacher’s needs
Faculty Development · Mathematics education · Pedagogy · Professional development · Professional learning community · Sociology · Teacher education · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies
Research Methods in Education
Conducting Semi‐Structured Interviews
The Effect of Evaluation on Teacher Performance
Student Self-Assessment
A Critical Review of Research on Student Self-Assessment
Case Study Research
Effective Teacher Professional Development
The power of assessment feedback in teaching and learning
Using standards to evaluate accountability policy in context
Connecting feedback to self-efficacy
Digital peer assessment in school teacher education and development
Learner-Centered Teaching
Using thematic analysis in psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |