Assessment for professional development

Project summary

In the new EEC-teacher education program (BLU), pedagogy is given a particular responsibility for the students´ progression and professional development (FOR-04-2012a: § 3). This makes it relevant to reflect on the established practice’s ability to promote the pedagogy disciplines responsibility.

This project may increase the understanding of how students, pedagogy teachers and practical training supervisors perceive summative and formative forms of assessment considering students´ professional development. Furthermore, the project may elucidate whether the informants perceive that the established forms of assessment promote the intentions of the new EEC-teacher education program.

Main objective:

• This project aims to develop an increased understanding of which forms of assessment promote progression and professional development in students at BLU.

Secondary objectives:

• The project aims to develop an increased understanding of how established forms of assessment are perceived by students, pedagogy teachers and practical training supervisors.

• The project aims to investigate how important the established forms of assessment are perceived to be for professional development by students, pedagogy teachers and practical training supervisors.

Research questions:

• How do students, pedagogy teachers and practical training supervisors perceive the established forms of assessment in the BLU?

• How important do students, pedagogy teachers and practical training supervisors perceive the established forms of assessment to be for the students´ professional development?

Methods and material

The project has a qualitative design. Research data will be collected through three group interviews (focus groups) and nine individual interviews with informants from each group (students, pedagogy teachers and practical training supervisors). The data will be analyzed according to grounded-theory principles.