Teacher learning through participation in a negotiated assessment procedure

Verberg, Christel; Tigelaar, Dineke; Verloop, Nico

doi:10.1080/13540602.2013.741842

Cited by 20 publications

(24 citation statements)

References 29 publications

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“…In a previous study about negotiated assessment, some of the participating teachers felt that participating in the negotiated assessment procedure really made them take the initiative for the pursuit of their goals "…you force yourself to really take action. " (Verberg, Tigelaar, and Verloop 2013). However, they were not clear about the extent of learner agency manifested during the negotiated assessment procedure, or the characteristics of the interactions responsible for this.…”

Section: Agencymentioning

confidence: 99%

“…We would like to explore the nature of agency in a learning context ideally suited for agency, namely negotiated assessment (Gosling 2000). This is a formative assessment procedure characterised by extensive involvement of participants in their own assessment and the exchange of views between the assessee and the assessor (Verberg, Tigelaar, and Verloop 2013). In negotiated assessment control is shared between assessor and learner via negotiating learning objectives and activities during the assessment process (Boud, Cohen, and Sampson 1999).…”

Section: Agencymentioning

confidence: 99%

“…Finally, reflective processes are expected to support teachers in improving their teaching practices and developing the capacity to direct their own development (Schön 1983). In order to promote reflective dialogues that foster teachers' learning and development, in negotiated assessment processes those being assessed are encouraged to take the initiative in their own learning, also by negotiating the interpretation of feedback provided (Anderson, Boud, and Sampson 1996;Verberg, Tigelaar, and Verloop 2013). The feedback provided should pertain to specific learning objectives and actions, on the one hand, and aim at modifying thinking or behaviour for purposes of learning on the other (Shute 2008).…”

Section: Agencymentioning

confidence: 99%

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Teacher agency within the context of formative teacher assessment: an in-depth analysis

Verberg

Tigelaar

Veen

et al. 2016

Educational Studies

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Teachers' agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure developed a sense of agency. We investigated not only whether teachers participating in a such an assessment procedure experienced agency and thus felt in control of the learning process and able to pursue their learning objectives, but also whether agency was visible, by looking at decision-making in real time: did teachers take an active role in their own assessment, especially regarding the learning objectives to be pursued, during the assessment meetings? We found that teachers experienced a high level of agency while participating in the assessment procedure, but did not consistently show this during the assessment procedure.

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Section: Agencymentioning

confidence: 99%

Section: Agencymentioning

confidence: 99%

Section: Agencymentioning

confidence: 99%

See 1 more Smart Citation

Teacher agency within the context of formative teacher assessment: an in-depth analysis

Verberg

Tigelaar

Veen

et al. 2016

Educational Studies

Self Cite

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“…Samani et al 2015; Van den Branden 2000), assessment of student learning (e.g. Verberg, Tigelaar, and Verloop 2012) and professional learning (e.g. Beers et al 2006) and communities of practice (e.g.…”

Section: Negotiation Of Meaning Of Students In Vocational Educationmentioning

confidence: 99%

Interactions in vocational education: negotiation of meaning of students and teaching strategies

Schaap

Schaaf

Bruijn

2016

Studies in Continuing Education

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This study aimed to describe verbal student-teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students = 20) and teacher (n teachers = 5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups = 5) discussing vocational core problems. Each group held five discussions (n discussions = 25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5-8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. Teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced. ARTICLE HISTORY

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“…The programme for negotiated assessment was carried out in fixed pairs, i.e. a teacher and a more experienced colleague within the same school (the latter being the feedback agent) (Verberg, Tigelaar, and Verloop 2013). During each negotiated assessment meeting, the teacher and the more experienced colleague were stimulated to negotiate their interpretations of a video recording of a reflection conversation the teacher had conducted with a particular student.…”

Section: Negotiated Assessment Programmementioning

confidence: 99%

Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection

Tigelaar

Sins

2020

Journal of Vocational Education & Training

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Objective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers' knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to differences observed in their effect on teachers' knowledge. Therefore in this study we explored the impact of three formative assessment programmes on teachers' knowledge about supporting students' reflection. Methods: Our study was carried out in the domain of vocational nursing education. Teachers were assigned to an expertise-based assessment programme, a self-assessment combined with collegial feedback programme, or a negotiated assessment programme. We scored the verbal transcriptions of teachers' responses to video vignette interviews in order to measure their knowledge in a pre-and post-test. Multilevel regression analyses were performed to investigate differences in teachers' knowledge between the three programmes on the post-test; potential moderating effects of pre-test scores, contextual and individual factors were controlled for. Findings: The knowledge of teachers participating in the expertise-based assessment programme was significantly higher than that of teachers participating in the self-assessment combined with collegial feedback programme. Furthermore, the findings indicate that for professional learning, not only the approach to formative assessment is an important variable, but also the extent to which (a) teachers are intrinsically motivated and (b) they experience a high degree of collegiality at their school.

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Teacher learning through participation in a negotiated assessment procedure

Cited by 20 publications

References 29 publications

Teacher agency within the context of formative teacher assessment: an in-depth analysis

Teacher agency within the context of formative teacher assessment: an in-depth analysis

Interactions in vocational education: negotiation of meaning of students and teaching strategies

Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection

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