Abstract
The [NRC] for professional development call for dramatic change in the nature and delivery of professional development activities. The (1996) standards call for professional development to move from activities that emphasize the learning of technical skills to activities that engage science teachers in building knowledge and understanding about practice. Such activities need to be appropriately connected to the context of teachers’ work in classrooms and schools. These assumptions emphasize that teachers be provided with opportunities to reflect upon their practice, to engage in dialogue with others about practice, and to collaborate with others in planning and developing curriculum, instruction, and assessment tools. It is essential that professional development activities concurrently address teachers’ understandings about curriculum, instruction, and assessment. Changing instructional practice without addressing curricular issues and assessment practice, or changing assessment practice without addressing curricular issues and instructional practices, will not lead to significant change in classroom practice.
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Shepardson, D.P. (2001). A Professional Development Framework for Collaborating with Teachers to Change Classroom Assessment Practice. In: Shepardson, D.P. (eds) Assessment in Science. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0802-0_2
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DOI: https://doi.org/10.1007/978-94-010-0802-0_2
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