Endret vurderingskompetanse i praksis – utvikling av profesjonskompetanse i klasserommet - Changed competence of assessment in practice – development of professional competence in the classroom
- Side: 251-267
- DOI: https://doi.org/10.18261/ISSN1891-5949-2015-03-04-07
- Publisert på Idunn: 2015-12-15
- Publisert: 2015-12-15
This article is based on a study of what characterizes a teachers’ professional development in relation to assessment for learning. The study is a qualitative study of nine primary and lower-secondary schoolteachers, and follows how they systematically developed their competence on assessment for learning over a period of two years. The data consists of video-recorded classroom observations and of both oral and written teacher reflections captured throughout the two-year period.
The results show that the teachers’ development went through three distinct phases, from an instrumental approach to a more theoretical and reflective approach to assessment for learning. The article concludes that development of practice takes time and that sustainable development is affected by both actions and theoretical reflections.Keywords: vurdering, lærere, profesjonskompetanse, skoleutvikling, kvalitativ studie