Naslov
Reflection and Feedback as Predictors of Directed Development of Assessment Competence

Autori
Labak, Irena ; Sablić, Marija ; Bognar, Branko

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
To Be or Not to Be a Great 2022. Proceedings of ATEE Annual Conference. Riga: University of Latvia Press, 2023. 985 p / Daniela, Linda - Latvia : University of Latvia, 2023, 54-71

ISBN
978-9934-36-019-0

Skup
To Be or Not to Be a Great Educator

Mjesto i datum
Online, 29.08.2022. - 31.08.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Assessment as learning ; Assessment for learning ; Formative assessment ; Online learning community ; Professional development

Sažetak
The assessment is part of the complex profile of teacher competencies that supports the development of teachers’ and students’ generic and professional competencies. The paper focuses on formative assessment, i.e., the approach to assessment as learning and assessment for learning that takes place during the learning process, which ultimately contributes to selfregulated learning. This paper aims to determine if there are changes in the use of formative assessment in the classroom. For this purpose, Biology teachers participated in reflective learning-based professional development. In this action research, reflective learning was applied in learning communities. The learning process consisted of acquiring theoretical knowledge about formative assessment, applying what has been learned in the classroom, and (self)analyzing video recordings of the lessons according to the formative assessment representation form. The analysis provided (internal) feedback on progress and aspects for improvement as a starting point for a new cycle of reflective learning. The initial recordings of the lessons showed that formative assessment needs improvement. The results indicate that professional development in formative assessment varied among teachers. One teacher was found to make steady progress during professional development, while other teachers were found to have sporadic and incoherent changes. We believe that the improvement of the professional development model should include explicit incentives for teachers to implement phases of self-regulated learning during professional development.

Izvorni jezik
Engleski

Znanstvena područja
Biologija, Pedagogija

POVEZANOST RADA