Developing pre-service teachers' skills in assessment for learning (AfL): A plan using design-based research
Cherry Zin Oo
Yangon University of Education, Myanmar; University of New South Wales, Australia
University of New South Wales, Australia
This methodology paper presents how design-based research (DBR) can be used to prepare pre-service teachers (PSTs) to build their assessment for learning (AfL) literacy. A total of 335 PSTs involving 30 PSTs in the intervention group and 305 PSTs in the cohort group from one of the teacher training institutes in Myanmar participated in this study. The four phases of DBR, (1) problem analysis; (2) design and development; (3) testing and refinement; and (4) reflection to enhance the solution, were adopted. This paper highlights how each phase of DBR was used as a pedagogical approach to professional development in PSTs. The findings demonstrate the important contribution to teacher education of explicit teaching of AfL literacy using a specific professional development model.
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|Authors: Dr Cherry Zin Oo (corresponding author) is a lecturer in assessment and evaluation at the Department of Education Psychology, Yangon University of Education, Myanmar. She is a PhD graduate from the School of Education, University of New South Wales, Sydney, Australia. Her research interests include teacher education, assessment literacy, assessment for learning, mixed-method research and systematic reviews.|
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Dr Dennis Alonzo is a senior lecturer in the School of Education, University of New South Wales, Sydney, Australia. He uses mixed methods in his research on the intersections of curriculum, assessment, evaluation, and teacher education and development. He works with educational systems nationally and internationally to lead their assessment reforms. He also provides support for schools to build their assessment culture.
Please cite as: Oo, C. Z. & Alonzo, D. (2023). Developing pre-service teachers' skills in assessment for learning (AfL): A plan using design-based research. Issues in Educational Research, 33(2), 693-712. http://www.iier.org.au/iier33/oo.pdf