Abstract
This paper investigates the feedback and assessment routines that are being established in the subject of pedagogy in the new model of Kindergarten Teacher Education (Barnehagelaererutdanning - BLU) in Norway. This scope is chosen due to the particular role of the subject of pedagogy in strengthening the understanding of the practice field, and in ensuring a coherent, professionally oriented perspective. The data comprise group interviews with three pedagogy teachers, two pedagogues from in-service kindergartens and one interview with one student. The gathered data were analysed according to guidelines for qualitative content analysis [1], and interpreted in the light of Cultural-Historical Activity Theory (CHAT). Results show that pedagogues both at BLU and in-service kindergartens experience many challenges connected to formative assessment and feedback practice: (a) a tacit, private and low-priority assessment culture; (b) current practice characterized by summative assessment methods; and (c) minimal collaboration between involved participants. In conclusion, the paper suggests the following improvements in the area of feedback and assessment in the new BLU: (a) establishing a closer and more reciprocal collaboration between all participants; (b) encouraging a shared understanding of central goals and methods in formative assessment, and (c) increasing the status of assessment work and ensuring time resources to involved teachers.
Highlights
Feedback and assessment are central elements in developing students’ capacity to learn, in becoming aware of their own learning process, and in taking responsibility for their own learning process
The focus of this article has been to highlight the perspectives of students, in-service pedagogues and pedagogy teachers with respect to feedback and assessment routines in BLU at the HVL
The results indicate that the three groups have congruent views on the challenges and potential for improvement in established assessment practice
Summary
Feedback and assessment are central elements in developing students’ capacity to learn, in becoming aware of their own learning process, and in taking responsibility for their own learning process. As a teacher at the Kindergarten Teacher Education (Barnehagelærerutdanningen – BLU) at Western Norway University of Applied Sciences (HVL), I have experienced that the routines for feedback and assessment may be dependent on the capacities of the individual teacher. The development of the new BLU gives a unique possibility to investigate the characteristics of BLU teachers’ and students’ attitudes, ideals and established practice regarding feedback and assessment. This article investigates the feedback and assessment routines that are being established in the new BLU at HVL. According to the current academic regulations for the new Kindergarten Teacher Education, pedagogy is a subject that ensures continuity between all areas of knowledge, and the subject has a particular responsibility for students’ progression and professional orientation [2].
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