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Article: Examiner, policeman or students' companion: Teachers' perceptions of their role in an assessment reform

TitleExaminer, policeman or students' companion: Teachers' perceptions of their role in an assessment reform
Authors
Issue Date2001
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/00131911.asp
Citation
Educational Review, 2001, v. 53 n. 3, p. 251-260 How to Cite?
AbstractNew approaches to assessment have emerged over the past few years, out of a variety of overlapping international debates about the purposes and methods of assessment and about its impact on teaching and learning. Examining the data from an ethnographic study on the relation between teachers' beliefs and their practices in an assessment reform, this paper focuses on teachers' use of metaphors in their accounts of their work. It brings to light the crucial role of teachers in mediating and bringing about changes envisaged in the new assessment reforms. The implications of the findings for the professional development of teachers are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/175364
ISSN
2015 Impact Factor: 0.873
2015 SCImago Journal Rankings: 0.477
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorYung, BHWen_US
dc.date.accessioned2012-11-26T08:58:33Z-
dc.date.available2012-11-26T08:58:33Z-
dc.date.issued2001en_US
dc.identifier.citationEducational Review, 2001, v. 53 n. 3, p. 251-260en_US
dc.identifier.issn0013-1911en_US
dc.identifier.urihttp://hdl.handle.net/10722/175364-
dc.description.abstractNew approaches to assessment have emerged over the past few years, out of a variety of overlapping international debates about the purposes and methods of assessment and about its impact on teaching and learning. Examining the data from an ethnographic study on the relation between teachers' beliefs and their practices in an assessment reform, this paper focuses on teachers' use of metaphors in their accounts of their work. It brings to light the crucial role of teachers in mediating and bringing about changes envisaged in the new assessment reforms. The implications of the findings for the professional development of teachers are discussed.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/00131911.aspen_US
dc.relation.ispartofEducational Reviewen_US
dc.titleExaminer, policeman or students' companion: Teachers' perceptions of their role in an assessment reformen_US
dc.typeArticleen_US
dc.identifier.emailYung, BHW: hwyung@hkucc.hku.hken_US
dc.identifier.authorityYung, BHW=rp00985en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/00131910120085856en_US
dc.identifier.scopuseid_2-s2.0-0035511412en_US
dc.identifier.hkuros69537-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0035511412&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume53en_US
dc.identifier.issue3en_US
dc.identifier.spage251en_US
dc.identifier.epage260en_US
dc.identifier.isiWOS:000171846200003-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridYung, BHW=8293186400en_US

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