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DC Field | Value | Language |
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dc.contributor.author | Chetcuti, Deborah A. | - |
dc.contributor.author | Buhagiar, Michael A. | - |
dc.date.accessioned | 2023-10-13T12:28:41Z | - |
dc.date.available | 2023-10-13T12:28:41Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Chetcuti, D. A., & Buhagiar, M. A. (2019) Assessing the field placement in initial teacher education: Finding the balance between formative and summative assessment. In C. Bezzina & S. Caruana (Eds.), Teacher Education Matters: Transforming Lives… Transforming Schools (pp. 73–87). Malta: University of Malta | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/113922 | - |
dc.description.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'). Through this paper 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. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Education -- Study and teaching -- Malta | en_GB |
dc.subject | Education -- Malta | en_GB |
dc.subject | Teachers -- In-service training -- Malta | en_GB |
dc.subject | Education -- Research | en_GB |
dc.title | Assessing the field placement in initial teacher education : finding the balance between formative and summative assessment | en_GB |
dc.title.alternative | Teacher education matters : transforming lives… transforming schools | en_GB |
dc.type | bookPart | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
Appears in Collections: | Scholarly Works - FacEduMSE |
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Assessing_the_field_placement_in_initial_teacher_education_finding_the_balance_between_formative_and_summative_assessment_2019.pdf Restricted Access | 10.06 MB | Adobe PDF | View/Open Request a copy |
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