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Journal of Education for Teaching
International research and pedagogy
Volume 45, 2019 - Issue 4
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Research in Practice

Impact of professional development programme on teachers’ competencies in assessment

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Pages 481-485 | Received 16 Jul 2018, Accepted 23 Aug 2018, Published online: 12 Jul 2019
 

ABSTRACT

In the past few decades, increasing demands have been placed on developing students’ autonomy and critical thinking skills. To enhance students’ agency in learning, teachers have been encouraged to adopt alternative pedagogical practices. The revamp of pedagogy needs to be reflected in assessment as it is an integral part of instruction. Practising teachers, however, lack assessment knowledge due to inadequate training during the pre-service preparation programmes. The enhancement of assessment knowledge is being urgently called for, which demands the professional development of teachers. This study seeks to investigate the impact of a professional development programme organized by a university in Hong Kong on the development of assessment knowledge of four teachers in two elementary schools. Findings indicate that the acquisition of assessment knowledge is a long-term achievement, which requires ongoing professional development efforts.

Disclosure statement

No potential conflict of interest was reported by the author.

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