In-service teachers’ assessment conceptions and implications for continuing education

Authors

  • Rosanna Tammaro Università degli Studi di Salerno
  • Deborah Gragnaniello Università degli Studi di Salerno

DOI:

https://doi.org/10.19241/lll.v22i45.936

Abstract

This research is part of the Adult Continuing Education (ACE) studies. It focuses on the continuing education of teachers regarding school assessment. The TALIS surveys (EC, 2021; OECD, 2016) have highlighted how the evaluation of learning is a training priority for teachers and how assessment practices are strongly influenced by their conceptions of them.

In this context, at the University of Salerno, starting from January 2024, research has been launched aimed at exploring the assessment conceptions of lower and upper secondary school in-service teachers. The instrument used is the TCoA-IIIA questionnaire (Brown, 2006; Brown et al., 2019).

The aim was to outline an accurate profile of the prevailing assessment conceptions to design a continuous training path. It will be anchored to the principles of formative assessment and aimed at promoting a change in teaching practices.

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Published

30-11-2024

How to Cite

Tammaro, R., & Gragnaniello, D. (2024). In-service teachers’ assessment conceptions and implications for continuing education. Lifelong Lifewide Learning, 22(45), 353–369. https://doi.org/10.19241/lll.v22i45.936

Issue

Vol. 22 No. 45 (2024): Revitalising Adult Continuing Education for Positive Social Changes and Personal Fulfilment.

Section

Call 45 - Revitalizing continuing adult education

License

Gli autori che pubblicano su questa rivista accettano le condizioni previste dalla licenza Creative Commons Attribution-NonCommercial-NoDerivatives 4.0:

Creative Commons License


This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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