The purpose of this study was to understand ways in which teachers define student self-assessment, explore teachers' reasons for using or not using student self-assessment, and explicate the beliefs associated with these reasons. Drawing on Ajzen's theory of planned behavior, the authors interviewed seven high school teachers and explored the…

The current study investigates the assessment conceptions of both pre-service and in-service English teachers within a high-stakes, test-driven context in Egypt. For this purpose, 170 Egyptian pre-service and in-service teachers completed an assessment conceptions questionnaire. Quantitative and qualitative data analysis were employed to answer…

Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers' knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation--as "educative opportunities" for…

This paper presents the analysis of two representative lessons drawn from a cross case study of K-12 classrooms in which students and their teachers engaged in a collaborative dialogic inquiry process (data-driven dialogue) to co-construct meaning from assessment results. The representative lessons illustrate a significant shift from…

The field experience component in a teacher education programme serves both a gate-keeping function and a formative purpose that supports student teacher development. The authors were members of a research team which took care of the re-design of the assessment instrument for the field experience component of a teacher education programme, as well…