Understanding differences in trainee teachers' values and practice in relation to assessment

References

• Adams , T.L. and Hsu , J.W.Y. 1998 . Classroom assessment: Teachers' conceptions and practices in mathematics . School Science and Mathematics , 98 ( 4 ) : 174 – 80 .
   Google Scholar
• ARG . 1999 . Assessment for learning: Beyond the black box , Cambridge : University of Cambridge .
   Google Scholar
• ARG . 2002 . Assessment for learning: Ten principles , Cambridge : Assessment Reform Group .
   Google Scholar
• Bills , L. and Husbands , C. Analysing embedded values in history and mathematics classrooms . Paper presented at the British Educational Research Association Conference . September 15–19 , Manchester, UK.
   Google Scholar
• Bills , L. and Husbands , C. 2005 . Values education in the mathematics classroom: Subject values, educational values and one teacher's articulation of her practice . Cambridge Journal of Education , 35 ( 1 ) : 7 – 18 .
   Google Scholar
• Black , P. and Harrison , C. 2001 . Self‐ and peer‐assessment and taking responsibility: The science student's role in formative assessment . School Science Review , 83 ( 302 ) : 43 – 9 .
   Google Scholar
• Black , P. , Harrison , C. , Lee , C. , Marshall , B. and Wiliam , D. 2002 . Working inside the black box: Assessment for learning in the classroom , London : Kings College .
   Google Scholar
• Black , P. and Wiliam , D. 1998 . Assessment and classroom learning . Assessment in Education , 5 ( 1 ) : 7 – 74 .
   Google Scholar
• Black , P. and Wiliam , D. 2005 . Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices . Curriculum Journal , 16 ( 2 ) : 249 – 61 .
   Google Scholar
• Boxall , W. , Gilbert , J. and Qualter , A. 1999 . Developing a holistic assessment stance in student teachers . Assessment in Education , 6 ( 2 ) : 247 – 62 .
   Google Scholar
• Brandom , A.M. , Carmichael , P. and Marshall , B. 2005 . Learning about assessment for learning: A framework for discourse about classroom practice . Teacher Development , 9 ( 2 ) : 201 – 17 .
   Google Scholar
• Brookhart , S.M. 2001 . Successful students' formative and summative uses of assessment information . Assessment in Education , 8 ( 2 ) : 153 – 69 .
   Google Scholar
• Brown , G.T.L. 2004 . Teachers' conceptions of assessment: Implications for policy and professional development . Assessment in Education , 11 ( 3 ) : 301 – 18 .
   Google Scholar
• Burn , K. , Hagger , H. , Mutton , T. and Everton , T. 2003 . The complex development of student‐teachers' thinking . Teachers and Teaching: Theory and Practice , 9 ( 4 ) : 309 – 31 .
   Google Scholar
• Butterfield , S. , Williams , E.A. and Marr , A. 1999 . Talking about assessment: Mentor‐student dialogues about pupil assessment in initial teacher training . Assessment in Education , 6 ( 2 ) : 225 – 46 .
   Google Scholar
• Chin , C. and Lin , F.‐L. 2000 . A case study of a mathematics teacher's pedagogical values: Use of a methodological framework of interpretation and reflection . Proceedings of the National Science Council , 10 ( 2 ) : 90 – 101 .
   Google Scholar
• DfEE (Department for Education and Employment) . 1997 . Excellence in schools , London : HMSO .
   Google Scholar
• Dunkin , M.J. 1992 . Types of errors in synthesising research in education . Review of Educational Research , 66 ( 2 ) : 87 – 97 .
   Google Scholar
• Fuller , F.F. and Bown , O.H. 1975 . “ Becoming a teacher ” . In Teacher education: The seventy‐fourth yearbook of the national society for the study of education , Edited by: Ryan , K. 25 – 52 . Chicago : University of Chicago Press .
   Google Scholar
• Furlong , J. and Maynard , T. 1995 . Mentoring student teachers: The growth of professional knowledge , London : Routledge .
   Google Scholar
• Gipps , C. 1994 . Beyond testing: Towards a theory of educational assessment , London : Falmer Press .
   Google Scholar
• Grenfell , M. and Harris , V. 1999 . Modern languages and learning strategies , London : Routledge .
   Google Scholar
• Grossman , P. 1992 . Why models matter: An alternate view of professional growth in teaching . Review of Educational Research , 62 ( 2 ) : 171 – 9 .
   Web of Science ®Google Scholar
• Gudmundsdottir , S. 1990 . Values and pedagogic content knowledge . Journal of Teacher Education , 41 ( 3 ) : 44 – 52 .
   Web of Science ®Google Scholar
• Guillame , A.M. and Rudney , G.L. 1993 . Student teachers' growth toward independence: An analysis of their changing concerns . Teaching and Teacher Education , 9 ( 1 ) : 65 – 80 .
   Web of Science ®Google Scholar
• Hair , J.F. , Anderson , R.E. , Tatham , R.L. and Black , W.C. 1998 . Multivariate data analysis , New Jersey : Prentice‐Hall International .
   Google Scholar
• Harlen , W. 2005 . Teachers' summative practices and assessment for learning – tensions and synergies . Curriculum Journal , 16 ( 2 ) : 207 – 23 .
   Google Scholar
• Harlen , W. and James , M. 1997 . Assessment and learning: Differences and relationships between formative and summative assessment . Assessment in Education , 4 ( 3 ) : 365 – 79 .
   Google Scholar
• Hodgen , J. and Marshall , B. 2005 . Assessment for learning in English and mathematics: A comparison . Curriculum Journal , 16 ( 2 ) : 153 – 76 .
   Google Scholar
• James , M. and Pedder , D. 2006 . Beyond method: Assessment and learning practices and values . Curriculum Journal , 17 ( 2 ) : 109 – 38 .
   Google Scholar
• Jensen , J.W. , Kauchak , D. and Rowley , M.L. Teacher candidates' beliefs: Implications for practice . Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education . March 1–4 , Dallas, USA.
   Google Scholar
• Jones , A. and Moreland , J. 2005 . The importance of pedagogical content knowledge in assessment for learning practices: A case‐study of a whole‐school approach . Curriculum Journal , 16 ( 2 ) : 193 – 206 .
   Google Scholar
• Kagan , D.M. 1992 . Professional growth among preservice and beginning teachers . Review of Educational Research , 62 ( 2 ) : 129 – 69 .
   Web of Science ®Google Scholar
• Kline , P. 1994 . An easy guide to factor analysis , London : Routledge .
   Google Scholar
• Landrum , T.J. , Cook , B.G. , Tankersley , M. and Fitzgerald , S. 2002 . Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources . Remedial and Special Education , 23 ( 1 ) : 42 – 8 .
   Web of Science ®Google Scholar
• Marshall , B. and Drummond , M.J. 2006 . How teachers engage with assessment for learning: Lessons from the classroom . Research Papers in Education , 21 ( 2 ) : 133 – 49 .
   Web of Science ®Google Scholar
• McMillan , J.H. , Myran , S. and Workman , D. 2002 . Elementary teachers' classroom assessment and grading practices . Journal of Educational Research , 95 ( 4 ) : 203 – 13 .
   Web of Science ®Google Scholar
• Milligan , G.W. 1980 . An examination of the effect of six types of error perturbation on fifteen clustering algorithms . Psychometrika , 45 ( 3 ) : 325 – 42 .
   Web of Science ®Google Scholar
• Milligan , G.W. 1981 . A review of Monte Carlo tests of cluster analysis . Multivariate Behavioural Research , 16 ( 3 ) : 379 – 407 .
   PubMed Web of Science ®Google Scholar
• Pedder , D. and James , M. 2007 . “ Differences between and within schools: Classroom assessment practices and values ” . In Improving learning how to learn in classrooms, schools and networks , Edited by: James , M. 174 – 198 . London : RoutledgeFalmer .
   Google Scholar
• Perrenoud , P. 1998 . From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field . Assessment in Education , 5 ( 1 ) : 85 – 102 .
   Google Scholar
• QAA . 2001 . The framework for higher education qualifications in England, Wales and Northern Ireland , London : QAA .
   Google Scholar
• Richards , J.C. and Rodgers , T.S. 2003 . Approaches and methods in language teaching , Cambridge : Cambridge University Press .
   Google Scholar
• Sebatane , E.M. 1998 . Assessment and classroom learning: A response to Black and Wiliam . Assessment in Education , 5 ( 1 ) : 123 – 30 .
   Google Scholar
• Singh , B. Formative assessment: Which way now? . British Educational Research Association Annual Conference . September 2–5 , Brighton, UK. University of Sussex .
   Google Scholar
• Sutherland , S. 2004 . Creating a culture of data use for continuous improvement: A case study of an Edison project school . American Journal of Evaluation , 25 ( 3 ) : 277 – 93 .
   Web of Science ®Google Scholar
• TDA (Training and Development Agency) . 2001 . Qualifying to teach , London : TDA .
   Google Scholar
• Tierney , R.D. 2006 . Changing practices: Influences on classroom assessment . Assessment in Education , 13 ( 3 ) : 239 – 64 .
   Google Scholar
• Veuglers , W. 2000 . Different ways of teaching values . Educational Review , 52 ( 1 ) : 37 – 46 .
   Web of Science ®Google Scholar
• Veuglers , W. and Vedder , P. 2003 . Values in teaching . Teachers and Teaching: Theory and Practice , 9 ( 4 ) : 377 – 89 .
   Google Scholar
• Webb , R. , Vulliamy , G. , Hamalainen , S. , Sarja , A. , Kimonen , E. and Nevalainen , R. 2004 . A comparative analysis of primary teacher professionalism in England and Finland . Comparative Education , 40 ( 1 ) : 83 – 107 .
   Web of Science ®Google Scholar
• Wiliam , D. Enculturating learners into communities of practice: Raising achievement through classroom assessment . Paper presented at the European Conference for Educational Research . September 17–20 , Ljubljana, Slovenia.
   Google Scholar
• Wiliam , D. , Lee , C. , Harrison , C. and Black , P. 2004 . Teachers developing assessment for learning: Impact on student achievement . Assessment in Education , 11 ( 1 ) : 49 – 65 .
   Google Scholar
• Winterbottom , M. , Brindley , S. , Taber , K.S. , Fisher , L.G. , Finney , E.J. and Riga , F. Forthcoming . Conceptions of assessment: Trainee teachers' values and practice . Curriculum Journal ,
   Google Scholar
• Yung , B.H.W. 2002 . Same assessment, different practice: Professional consciousness as a determinant of teachers' practice in a school‐based assessment scheme . Assessment in Education , 9 ( 1 ) : 97 – 117 .
   Google Scholar