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Re-imagining the assessment of work-based practice

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166, Parker, Keither ORCID: https://orcid.org/0000-0003-4517-5544 and Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2021) Re-imagining the assessment of work-based practice. In: Talk about Teaching for Social Justice, 06/07/2021-08/07/2021, York St John, MS Teams Meeting. (Submitted)

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Abstract

The recognition of formative feedback trumping ‘grades’ judgements has a long record in educational research and practice. However, Initial Teacher Education [ITE] programmes have traditionally summarised student teachers’ performances as relating to Ofsted grades of 4 [Inadequate] to 1 [Outstanding]. Additionally, ITE student teachers are in the unique position of being both donors and recipients of feedback practices. In being guided by the extant literature in this area over nearly 40 years, a HE-ITE schools Partnership sought to explore the process of re-imagining the summative habit by replacing school experience judgements with dialogic instrumental feedback emphasising self-regulatory habits in the student teachers, and more knowledgeable self-assessment on their part.

How does this connect with social justice? Often students do not always understand the criteria against which they are ‘judged’, and a lack of understanding may undermine them achieving their full potential. In addition, rather than encouraging passivity in learning, the revised assessment process enables students to engage with ‘I can’ criteria and be critically reflective of their own progress towards these outcomes.

The development of the model reflects a partnership approach, working with local employers/stakeholders to establish criteria relevant to the work place.

Participants will:

be able to reflect on the nature of student autonomy, independent learning, and developing as self-regulated learners.
gain an understanding of how employment-based criteria can be used to create authentic assessment opportunities
consider how collaboration with partners supports in co-creation rather than participation

Item Type: Conference or Workshop Item (Paper)
Status: Submitted
Subjects: L Education > L Education (General)
School/Department: School of Education, Language and Psychology
URI: http://ray.yorksj.ac.uk/id/eprint/5412

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