Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695678
Title: Teachers' perceptions of assessment for learning : a situated study
Author: Cassell, Danielle
ISNI:       0000 0004 5990 6624
Awarding Body: Keele University
Current Institution: Keele University
Date of Award: 2014
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Abstract:
This is a grounded enquiry which seeks to uncover why Assessment for Learning (AfL) is difficult for teachers to put into practice. Through a subjective-interpretive methodology it explores the experiences of seven teachers in one primary school on the Channel Island of Guernsey who volunteered to make their practice problematic. Analysis of focus group discussions explores their viewpoints, understandings, motivation and experiences to explain how (AfL) is understood and why it is enacted in differing ways. By applying Giddens' structuation theory (1984) the research illuminates the conflicting forces acting on teachers to enable and constrain their agency. It explores how perceptions change through raised discursive consciousness and the conscious articulation of practice which is understood as reflective practice. It draws out the conditions that support transformational change, illuminating the very real issues facing practitioners and implications for those making requirements of them. The research illuminates how the paradigm of technical rationality influences teachers' understanding of the curriculum, their professional identities and enactment of their role, their models of teaching and learning, and ultimately their perception and enactment of (AfL). Within a culture of accountability it draws attention to the significance of the emotional affective aspect of teachers' work.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.695678  DOI: Not available
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