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Article: Science teachers' professional development and changes in science practical assessment practices: What are the issues?

TitleScience teachers' professional development and changes in science practical assessment practices: What are the issues?
Authors
KeywordsEducational innovation
Educational policy implementation
Science practical assessment
Teachers' professional development
Issue Date2010
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0157-244x
Citation
Research In Science Education, 2010, v. 40 n. 2, p. 117-132 How to Cite?
AbstractThis paper considers the circumstances under which science teachers can respond positively and productively to educational policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers' assessment capacities and their professional development, we present illustrative data from recent research studies conducted in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment. In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities of complying with requirements imposed on them while in the other group had their professional consciousness of what they thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify and discuss a range of factors in science teachers' professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver or pivot in teachers' professional development and learning. To do this it is necessary, we argue, to afford teachers' experiences and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the assessment of laboratory-based work. © 2008 Springer Science+Business Media B.V.
Persistent Identifierhttp://hdl.handle.net/10722/142058
ISSN
2015 Impact Factor: 0.895
2015 SCImago Journal Rankings: 0.932
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTowndrow, PAen_HK
dc.contributor.authorTan, ALen_HK
dc.contributor.authorYung, BHWen_HK
dc.contributor.authorCohen, Len_HK
dc.date.accessioned2011-10-17T08:01:29Z-
dc.date.available2011-10-17T08:01:29Z-
dc.date.issued2010en_HK
dc.identifier.citationResearch In Science Education, 2010, v. 40 n. 2, p. 117-132en_HK
dc.identifier.issn0157-244Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/142058-
dc.description.abstractThis paper considers the circumstances under which science teachers can respond positively and productively to educational policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers' assessment capacities and their professional development, we present illustrative data from recent research studies conducted in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment. In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities of complying with requirements imposed on them while in the other group had their professional consciousness of what they thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify and discuss a range of factors in science teachers' professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver or pivot in teachers' professional development and learning. To do this it is necessary, we argue, to afford teachers' experiences and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the assessment of laboratory-based work. © 2008 Springer Science+Business Media B.V.en_HK
dc.languageeng-
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0157-244xen_HK
dc.relation.ispartofResearch in Science Educationen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.subjectEducational innovationen_HK
dc.subjectEducational policy implementationen_HK
dc.subjectScience practical assessmenten_HK
dc.subjectTeachers' professional developmenten_HK
dc.titleScience teachers' professional development and changes in science practical assessment practices: What are the issues?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0157-244X&volume=40&issue=2&spage=117&epage=132&date=2008&atitle=Science+teachers%27+professional+development+and+changes+in+science+practical+assessment+practices:+what+are+the+issues?-
dc.identifier.emailYung, BHW: hwyung@hkucc.hku.hken_HK
dc.identifier.authorityYung, BHW=rp00985en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11165-008-9103-zen_HK
dc.identifier.scopuseid_2-s2.0-77955096593en_HK
dc.identifier.hkuros164069-
dc.identifier.hkuros182447-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77955096593&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume40en_HK
dc.identifier.issue2en_HK
dc.identifier.spage117en_HK
dc.identifier.epage132en_HK
dc.identifier.eissn1573-1898-
dc.identifier.isiWOS:000274688000002-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridTowndrow, PA=24448833600en_HK
dc.identifier.scopusauthoridTan, AL=23092196900en_HK
dc.identifier.scopusauthoridYung, BHW=8293186400en_HK
dc.identifier.scopusauthoridCohen, L=7403928801en_HK
dc.identifier.citeulike3630178-

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