ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

TitleASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT
Publication TypeJournal Article
Year of Publication2014
AuthorsChetcuti, DA, Buhagiar, MA
JournalProblems of Education in the 21st Century
Volume58
Start Page39-52
PaginationDiscontinuous
Date PublishedMarch/2014
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 1096670
Keywordsfield placement, formative assessment, initial teacher education, summative assessment
Abstract

The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as ‘assessment of learning’) rather than on the learning process through formative assessment (also known as ‘assessment for learning’). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1096670
Refereed DesignationRefereed
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