The Effects of Formative Assessment Programs on the Development of Teachers' Knowledge

• In Event: Professional Development Assessment

Abstract

We examined the impact of three formative assessment programs on the development of teachers’ knowledge about supporting students’ reflection in vocational nursing education. Teachers were assigned to an expertise-based assessment program, a self-assessment combined with collegial feedback program, or a negotiated assessment program. We scored the verbal transcriptions of teachers’ responses to video vignette interviews in order to assess their knowledge. Multilevel analyses were performed to investigate differences in the development of teachers’ knowledge between the three programs; potential moderating effects of contextual and individual factors were controlled for. The development of teachers who participated in the expertise-based assessment program was significantly higher than that of teachers in the self-assessment combined with collegial feedback program.

Authors

• Patrick Sins, Saxion University of Applied Sciences

• Dineke Tigelaar, Leiden University