CHAPTER 7 DATA INTERPRETATION
8.4 Review of thesis and identification of the contribution to knowledge
Following the summary of research findings in the previous section of this chapter I
will identify what this research has revealed and identify my contribution to the
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Assessment in education is not a new phenomenon and has been part of the
education process for thousands of years (Min & Xiuwen, 2001). The works of early
philosophers such as Socrates and psychologists such as Vygotsky include links to
the role of assessment in learning. The importance of assessment in education has
been reinforced by consecutive governments in the UK and has cumulated in a
number of policy documents, reports and statutory requirements. The most significant
of these was in 1988 when the National Curriculum (DES, 1988) was established and
was followed by the introduction of SATS. In 1998 (DFEE, 1998b) the introduction of
teaching standards for trainee teachers marked the start of the recent focus on
assessment in ITT.
The literature review revealed that in the higher education context there is
dissatisfaction with assessment processes in higher education (Kovacs, et al., 2010).
In the National Student Survey universities are allocated low scores for assessment
and feedback (HEFCE, 2012). This research set out to explore the views of trainees
school based tutors and university tutors about the assessment strategies used on
teaching practice. The findings reveal that overall, the stakehlders in this study are
satisfied with the assessment processes used. This data provides a unique
contribution to the knowledge base in this area and is contrary to the evidence arising
from the National Student Survey. This leads to a discussion about why this
contradiction arises.
My contention is that trainees and tutors regard the assesssmnt processes used on
teaching practice as effective overall because the assessment takes place in the
work based environment of the classroom. The data clearly reveals that the lesson
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confirmation of lesson observations as authentic assessment opportunities
contributes to the knowledge in this area (Darling-Hammond & Snyder, 2000;
Zeichner & Wray, 2001) and provides secure qualitative data which outlines why the
lesson observations and feedback are regarded as effective strategies in enabling
trainee teachers to progress in their teaching skills.
The most significant reason identified by trainees and tutors is that the lesson
observation and feedback strategy helps the trainees to progress because the
feedback process clearly leads to specific action points which identify what the
trainee needs to improve. Further exploration of the data (7.5) explaining how the
action point process contributes to the knowledge base identifies the dialogic process
of the feedback as the most effective aspect and contributes to the knowledge
identified by Warford (2010). This finding resonates with the theoretical framework
which regards assessment as a socially contructed process (Black & Wiliam, 1998a;
Gibbs & Simpson, 2004).The literature review (2.5.3) identified the dialogic
processes as an effective assessment strategy and the research findings adds to the
knowledge in this area and confirms the positive nature of professional conversations
as a tool for professional development.
Formative assessment was discussed in depth as part of the literature review (2.2).
This research reveals that formative feedback is regarded as a very effective
approach by tutors and trainees and that there is a clear positive link between
feedback and trainees’ ability to progress. This finding has contributed to the
knowledge in this field and concurs with work conducted by a number of researchers
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contribution to knowledge is in the context of this research and the link made to
action point setting within the school based environment.
In chapter I, the thesis began with a discussion about the techno-rational (Shils,
1978) approach to assessment and the impact this has on current policy within
teacher education. The evidence for this assertion can be seen in recent policies
(DfE, 2010) where the approach to teacher education is as a competency-based
profession with a focus on practical skills. The increased inclusion of more school-
based training with Schools Direct (DfE, 2010) places gaining prominence in teacher
education is a clear example of the manifestation of this policy. The introduction, in
chaper 1, suggested that this approach to teacher education might impact on the
assessment practices used to assess trainee teachers. It was suggested that the
assessment practices are linked to the philosophy of the training and a techno-
rational approach to training, could lead to a techno-rational approach to the
assessment strategies. My hypothesis was that an emphasis on summative grades
and skills might have an impact on the ‘soft’ skills of reflection and professional development (Schoen, 1987). Primary school teachers need to have both sets of
skills and attributes in order to be effective teachers. The data gathered in this
research project indicates that some trainees and all assessment tutors are
concerned with developing reflective approaches to teaching. The research project
contributes to the knowledge in this area by providing evidence which identifies
reflective skills as important aspects of ITT (6.4.2, 7.3). Assessment tutors in
university identify the development of reflective skills as essential components for
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Portfolios are used as a tool to track progress towards QTS on ITT courses. This
study has confirmed that where the purpose of the assessment is clear the
assessment tool, in this case the PDP, is effective. Research (Moyles & Yates, 2003)
in this area discussed in 7.3 illustrates that there is potential for the PDP to be used
as a strategy to develop the reflective capacity of trainees when the purpose of the
portfolio is clear to all stakeholders. The findings in my study have contributed to the
knowledge in this area by confirming the importance of clearly defining the purpose
of each assessment strategy (Bloxham, 2008).
The school context has been explored in the theoretical context of communities of
practice (4.2.4) and the discussions of this context add to the knowledge base in this
area by identifying the link between the theoretical framework and the practice. The
domain, community and practice of Wenger’s (1998) model have been linked to the , components of the teaching practice context to provide a framework for examining
the community of practice on teaching practice. This research identifies the tacit
knowledge assessed and gained in the school context as a key aspect of
professional development and contributes to the knowledge in this area (Bloxham,
2012; Price, O'Donovan, & Rust, 2007).
In the literature review (2.6) it was noted that there was less evidence of the trainee
voice in some contemporary ITT based research projects. This study has contributed
to the knowledge in this area by providing empirical data gathered from trainees
which has been analysed and discussed in detail. The trainee voice is a strong
component of this study and the rich qualitative data presented in chapters 6 and 7
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The literature review (2.1) revealed that much of the research based in ITT is based
in the US so the addition of an ITT research project based in the UK has added to the
research in this context. Bloxham & Carver (2014) have noted that there is limited
research in the area of the assessment of trainees on teaching practice (2.6) and this
project has contributed to the knowledge in this context . This has implications for
further studies into the area of assessment in ITT.
The research has led to a review of assessment strategies within university based
training. Part of my role as module leader includes the responsibility to design
assessment strategies for new modules. The convincing evidence of the importance
of authentic assessments has led to the introduction of more applicable assessment
strategies in module reviews. In this way the contribution to knowledge has
influenced curriculum design.