This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

Assessment and Classroom Learning

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design. Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. The multidimensional model of teachers’ professional competence introduced in this article seems suited to stimulate further research on the personal indicators of teacher quality.

Professional Competence of Teachers: Effects on Instructional Quality and Student Development

Introduction 1.The Politics of Teachers and Texts. Teachers 2. Controlling the Work of Teachers 3. Teaching and 'Women's Work'. Texts 4. The Culture and Commerce of the Textbook. 5. Old Humanists and New Curricula. 6. Educational Reports and Economic Realities. 7. Is the New Technology Part of the Solution or Part of the Problem in Education? Conclusion 8. Supporting Democracy in Education.

Teachers and Texts: A Political Economy of Class and Gender Relations in Education

There is an ongoing tension within educational policy worldwide between countries that seek to reduce the opportunities for teachers to exert judgement and control over their own work, and those who seek to promote it. Some see teacher agency as a weakness within the operation of schools and seek to replace it with evidence-based and data-driven approaches, whereas others argue that because of the complexities of situated educational practices, teacher agency is an indispensable element of good and meaningful education. While the ideological debate about the shape and form of teacher professionalism is important, it is equally important to understand the dynamics of teacher agency and the factors that contribute to its promotion and enhancement. In this paper, we draw from a two-year study into teacher agency against the backdrop of large-scale educational reform – the implementation of Scotland’s Curriculum for Excellence – in order to explore these questions. We focus on teachers’ beliefs in order to ge...

/pdf/the-role-of-beliefs-in-teacher-agency-2vyrsk4pxc.pdf

The Role of Beliefs in Teacher Agency.

Research design and data gathering methods teacher's work, professional identity and change teacher stances and strategies in response to change teacher's working relationships - becoming a collaborative professional? teachers and curriculum teachers and pedagogy teachers and assessment case studies in values, understanding and power the changing role of headteachers.

What Teachers Do: Changing Policy and Practice in Primary Education

Introduction a time for learning, the challenge of the 21st century New methodologies for comparative research Three European education systems compared England, France and Denmark School organization in the three countries The micro-politics of classroom life Teacher perspectives in the three countries 'Constants' and 'contexts' in pupil experience young learners views of schooling, teaching and learning A world of difference? the creation of identity as a pupil and a learner Young learners what makes a difference? the influence of socio-economic status, gender, ethnicity and attainment Conclusion culture, context and policy Index.

A World Of Difference? Comparing Learners Across Europe

Summary This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identified in terms of the range of professional activities undertaken; the ambiguity of the teacher's task; the style of pedagogy and the relative importance to teachers of the process as against the products of learning. Against a background of contemporary policy changes which seem likely to render the teaching context increasingly similar in the two countries, the article argues that attempts to change teachers’ practice without due regard to those conceptions of professional responsibility which are deeply rooted in particular national traditions as well as...

https://www.jstor.org/stable/pdfplus/1392793.pdf

What Professional Responsibility Means to Teachers: national contexts and classroom constants

This article draws on the evidence from two Economic and Social Research Council funded projects which examined the impact of policy on the lives of classroom teachers and the experience of their pupils. The PACE Project concentrated on English primary teachers, reviewing practice in the light of the successive waves of legislative change following the 1988 Education Reform Act. The ENCOMPASS Project was a cross-cultural study which investigated the attitudes of pupils to schooling and the impact of policy on the work of secondary teachers in England, France and Denmark. Evidence from both projects suggested that teachers in England were concerned that externally imposed educational change had not only increased their workload but also created a growing tension between the requirements of government and the needs of their pupils. A perceived demand for a delivery of 'performance', for both themselves and their pupils, had created a policy focus that emphasised the managerially 'effective', in the interest...

https://www.jstor.org/stable/info/1501617

Is the effective compromising the affective

Part 1 The background: teaching and society a historical overview of primary schools in France and England primary schools in England and France today the design of the study. Part 2 Teachers and their work environment: personal and professional characteristics the working environment social and professional relations. Part 3 How teachers see their role: the meaning of professionalism the goals of teaching influences and constraints on practice a network of obligations.

Marilyn Osborn

Papers

What Teachers Do: Changing Policy and Practice in Primary Education

A World Of Difference? Comparing Learners Across Europe

What Professional Responsibility Means to Teachers: national contexts and classroom constants

Is the effective compromising the affective

Perceptions of teaching : primary school teachers in England and France