developing constructive alignment of assessment: the contested place of assessed reflective writing...
TRANSCRIPT
Developing constructive alignment of assessment: the contested place of assessed reflective writing in ITE
Julia [email protected]
Aim
To establish a dialogue about constructive alignment with a particular focus on the use of reflective writing as an assessed task in courses of ITE and the impact it has, or does not have, on teacher reflection and/or in improving practice.
Relevanceto any provider of ITE who aims
to develop reflective practice and/or is concerned about the
challenges to reflective practice which arise due to evidence collection for professional standards criteria
OutcomesTo share with each other the ways
in which we, as contributors to ITE, support student teachers to develop reflective practice
To compare ways in which reflective writing is assessed
To establish an interest group and embark on further research into implementation of strategies emerging from the discussion
Key questionsIs it possible to design assessment
which truly integrates professional and academic requirements and influences the learning activity of student teachers in ways which are meaningful for their development as teachers?
If not through constructive alignment of assessment, how can we build time for reflection and opportunities for socially mediated reflective discussion into programmes of ITE?
Organisation of the workshop
Summary of the research so far – 10min
Discussion in small groups of ways in which reflection is developed in your ITE context
Group discussion of the first key question – 10 min
Individual response to the second key question – 10 min
Starting pointPractitioner action research
(McAteer, 2013; Norton, 2009; Wells, 2001)
“Practitioner becomes researcher primarily to effect change within the individual’s educational context, but also to achieve professional development objectives within the institution.”
(Croft, 2015)
Original research questions
What are the factors which influence student teacher engagement with the reflective writing tasks which are compulsory elements of their teacher education programme?
To what extent does a student teacher’s reflective writing portray her/his reflective practice?
Is there a connection between a student teacher’s reflective writing and her/his professional achievement?
Theoretical frameworkA model of knowledge
constructionIntended learning outcomes for
ITEReflective dialogueConstructive alignmentReflective writing
A model of knowledge construction
RDP – Realm of Developmental Possibilities, Cobb (1995)ZAD – Zone of Actual Development, Vygotsky (1978)
Intended learning outcomes for ITE
What is learned about effective practice as a teacher
What is learned to satisfy the professional requirements or standards
What is learned to satisfy the academic requirements
Intended learning outcomes for ITE
The ideal position – practice, profession and academic learning connect to form a coherent and connected body of knowledge
Reflective dialogue
Constructive alignment in ITE
Constructive alignment – Biggs (1996)
Reflective writing
Emerging research questionsWhat are the characteristics of an HE
assessment strategy which equips student teachers for lifelong reflective practice?
How can we develop learning outcomes for a course of ITE which encapsulate the academic and professional intentions?
How do the learning outcomes contribute to the attitudes and expectations of students and tutors in promoting reflective practice (in both)?
Discussion - flipchartsWays in which reflection is
developed◦taught sessions?◦tutorials?◦placement activity?◦peer support?◦Etc.
Ways in which reflective writing is assessed
Key question 1 - togetherIs it possible to design
assessment which truly integrates professional and academic requirements and influences the learning activity of student teachers in ways which are meaningful for their development as teachers?
Key question 2 – post-itsIf not through constructive
alignment of assessment, how can we build time for reflection and opportunities for socially mediated reflective discussion into programmes of ITE?
Reflection and next stepsPlease leave me a postcard if you
would be interested in following up through◦Interest group ◦Research◦Other
ReferencesBiggs, J. (1996) Enhancing Teaching Through Constructive Alignment. Higher Education. 32, pp.1-18
Cobb, P. (1995) Learning and Small Group Interaction. In Cobb, P. and Bauersfeld, H. (Eds.) The Emergence of Mathematical Meaning: Interaction in Classroom Cultures. Mahwah, USA: Erlbaum.
Croft, J. C. (2015) Seeking constructive alignment of assessment in ITE: locating the reflection in reflective writing. Unpublished EdD thesis. University of Bedfordshire
Dewey, J. (1933) How we think : A restatement of the relation of reflective thinking to the educative process. Boston: D C Heath and Company.
McAteer, M. (2013) Action Research in Education. GB: Sage Publications Ltd.
Norton, L. S. (2009) Action Research in Teaching and Learning. A practical guide to conducting pedagogical research in universities. Cornwall GB: Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MS: Harvard University Press.
Wells, G. (Ed.) (2001) Action, Talk and Text. Learning and Teaching Through Inquiry. USA: Teachers College Press