The Impact of the Dynamic Approach to Teacher Professional Development upon Teachers’ Skills in Assessment

• In Event: Exploring Approaches to School Effectiveness

Abstract

This paper refers to the main approaches to teacher professional development and argues for establishing a dynamic integrated approach (DIA). The methods and results of a study comparing the impact of the DIA and the Competency-Based Approach (CBA) to teacher professional development in assessment are presented. Assessment skills of 178 teachers and achievement of their students were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA and the second the CBA. Teachers employing the DIA managed to improve their assessment skills more than teachers employing the CBA. Implications for using EER for improvement purposes are drawn.

Authors

• Margarita Christoforidou, University of Cyprus

• Leonidas Kyriakides, University of Cyprus

• Panayiotis Antoniou, University of Cambridge