Pedagogy of Formative Assessment: A Mexican Exemplar

Abstract

Practitioner research is now widely used in different programs of teacher preparation. It is expected that teachers conducting research on their own work will become more reflective and develop the skills required to become life-long learners. Even though many programs for teacher preparation include some form of teacher research it is not common to find tools to assess teachers and to allow for peer- and self-assessment. In this chapter, we present a pedagogy that uses heuristic diagrams as a mean to assess teachers’ research. We have used such heuristics with teachers participating in a Research Methods Course in a Master Degree and have found that it allows teachers to engage in a constant interplay between the theoretical and the practical and encourages the development of better research questions. Teachers have systematically found this tool very useful in advancing their research projects in the different scenarios where teachers are trying to improve their practice through research.

Citation

García-Franco, A. and Chamizo, J.A. (2015), "Pedagogy of Formative Assessment: A Mexican Exemplar", International Teacher Education: Promising Pedagogies (Part C) (Advances in Research on Teaching, Vol. 22C), Emerald Group Publishing Limited, Leeds, pp. 185-202. https://doi.org/10.1108/S1479-368720150000022009