Professional Learning Communities to Implement Formative Evaluation. From the Evaluation of Student Learning to the Evaluation of Teaching Practice
Keywords:
Professional learning communities , Formative assessment, Teacher professional development, Educational research, Feedback
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
Abstract
Formative assessment is clear in education legislation and is one of the key features of assessment at all stages of compulsory education. However, its implementation is varied and its purpose is misunderstood by some teachers. This article reviews the implementation attempts that have been carried out in a wide variety of schools, from the point of view of teacher trainers who try to train faculty to carry out such implementation successfully. Based on this review, different strategies are suggested for teachers to change their view of assessment, highlighting the role that the generation of professional learning communities can play in this process, its achievements, and its challenges.
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