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This article reports the outcomes of a qualitative case study
which explored how school teachers develop their assessment while
attending an in-service teacher education programme. Semi-structured
interviews and document analysis were two methods used to explore
the Master of Education students at Aga Khan University Institute for
Educational Development (AKU-IED). These students come from
developing countries in Central Asia, South Asia and East Africa. Prior
to joining AKU-IED, most of these students have had experienced
assessment practices characterized in my study as ‘traditional’, teaching
and learning have been geared towards examinations and tests. The
selective purpose of assessment selects and rejects people, and social
reproduction is maintained by the traditional assessment. Additionally,
traditional assessment has often caused great deal of psychological
discomfort and elements of ‘unproductive competition’ reflecting on
extrinsic reward in schooling. At AKU-IED, the M.Ed. students have a
very intensive transformative learning experience. They are
encouraged to critically examine their existing educational philosophy,
including assessment notions. As a result, many students re-modify
their assessment theories and practices. After the completion of the
M.Ed. program the students are potentially in a position where they are
able to influence assessment practices, to varying degree, when they
return to their home work environments.
Duishon Alievich Shamatov. (2007) Challenges of Improving Teachers’ Assessment Practices, Journal of Research and Reflections in Education, Volume 1, Issue 1.
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