Assessment in large-scale teacher professional development programs
| dc.contributor.author | Wolfenden, Freda | |
| dc.contributor.author | Boateng, Pearl | |
| dc.date.accessioned | 2023-04-13T18:43:10Z | |
| dc.date.available | 2023-04-13T18:43:10Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | This briefing note focuses on issues pertaining to assessment within large-scale teacher professional development (TPD) programs. Conventionally, there are two main purposes for assessment — for certification and for supporting learning (Newton, 2007). In professional learning programs, we might add a third purpose: to promote career-long professional learning through the development of skills associated with an identity as a self-evaluating and self-regulating professional (Boud, 2000). | en |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/10625/61893 | |
| dc.language.iso | en | |
| dc.publisher | Foundation for Information Technology Education and Development, Inc. (FIT-ED) | en |
| dc.subject | TEACHER PROFESSIONAL DEVELOPMENT | en |
| dc.subject | SCALING UP | en |
| dc.subject | GLOBAL SOUTH | en |
| dc.subject | GLOBAL | en |
| dc.title | Assessment in large-scale teacher professional development programs | en |
| dc.type | Policy Brief | en |
| idrc.copyright.oapermissionsource | CC BY 4.0 | en |
| idrc.dspace.access | Open Access | en |
| idrc.project.componentnumber | 108861001 | |
| idrc.project.number | 108861 | |
| idrc.project.title | Supporting Teacher Professional Development at Scale | en |
| idrc.rims.adhocgroup | IDRC SUPPORTED | en |
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