Enhancing student dialogue and reflection in placement assessments

From the PGCE Early Years module (EDP380) in the School of Education.

Assessment for this placement module had been heavily document-based and presented as a portfolio. To improve the reflective content and dialogic interaction assessment strategy was modified to include ‘progress points’ with the process.

Each of the two teaching practice assessments included two progress points. The first occurred mid-way through the assessment phase and focused on reviewing information from mentors and had a formative purpose. The second occurred at the end of the assessment phase and was summative but with feedforward points for development.

See the descriptive PowerPoint here: PGCE placement assessment

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