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Investigating the assessment strategies used to assess primary trainee teachers on teaching practice

Siekierska, Christina (2015)
Ed.D. thesis, University of Birmingham.

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Abstract

The National Student Survey (NSS) reveals that in the UK Higher Education students are generally dissatisfied with course assessment and feedback processes. This thesis investigates and evaluates a range of assessment and feedback strategies used during Initial Teacher Training (ITT) teaching practice. The views of trainee teachers, school based tutors and university based tutors with regard to the effectiveness of these strategies are also evaluated. A cross sectional research design employing questionnaires, interviews and a focus group interview was used to obtain and analyse data.
The findings show that overall, the stakeholders in this study are satisfied with the assessment processes used to assess trainee teachers on teaching practice. These research findings are contrary to the NSS data. Insights gained contribute to the knowedge of the assessment of ITT trainees.
This thesis indicates why the assessment strategies used on teaching practice are effective. The lesson observation and subsequent discursive feedback and action point setting is regarded as the most effective assessment strategy. Analysis of the research data suggests that lesson observation and feedback is effective because it provides an authentic assessment experience. The thesis argues that authentic assessment strategies have a positive impact on student experience.

Type of Work:Ed.D. thesis.
Supervisor(s):Smith, Susannah
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:L Education (General)
LB2300 Higher Education
Institution:University of Birmingham
ID Code:6034
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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