Collaborative research for assessment for learning

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dc.contributor.authorCooper, Beverley
dc.contributor.authorCowie, Bronwen
dc.date.accessioned2011-01-07T00:44:27Z
dc.date.available2011-01-07T00:44:27Z
dc.date.issued2009
dc.description.abstractThis paper reports on a collaborative research study between three secondary teachers and two university researchers, initiated by the teachers, into the practice and impacts of assessment for learning in science, geography and history classes. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda. The study illustrates the need for a dynamic interconnection between the personal, micro or school-related level and the macro or policy level factors. The findings highlight the importance of external support, shared teacher knowledge and beliefs, professional experimentation, and shared reflection on student responses to classroom innovations.en_NZ
dc.identifier.citationCooper, B. & Cowie, B. (2009). Collaborative research for assessment for learning. Teaching and Teacher Education, 26(4), 979-986.en_NZ
dc.identifier.doi10.1016/j.tate.2009.10.040en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4897
dc.language.isoen
dc.publisherElsevieren_NZ
dc.relation.isPartOfTeaching and Teacher Educationen_NZ
dc.subjectassessment for learningen_NZ
dc.subjectcollaborative researchen_NZ
dc.subjectsecondary schoolen_NZ
dc.subjectpolicyen_NZ
dc.titleCollaborative research for assessment for learningen_NZ
dc.typeJournal Articleen_NZ
pubs.begin-page979en_NZ
pubs.elements-id34590
pubs.end-page986en_NZ
pubs.issue4en_NZ
pubs.volume26en_NZ
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