To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations

Matthews, Richard and Noyes, Andrew (2016) To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations. Journal of Further and Higher Education, 40 (2). pp. 247-261. ISSN 1469-9486

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Abstract

The issue of whether trainee teachers in the post-16 sector should have their classroom practice graded has been debated for a number of years. The case for training courses retaining an emphasis on written and verbal ‘developmental’ feedback at the expense of ‘judgements’ appears to be lost. This article is set within the context of an ever-growing culture of performativity in English further education colleges, where grading is regarded as an essential requirement to ensure high quality teaching. Tensions are explored between stakeholders who call for graded observations of trainees’ classroom performance (e.g. Ofsted and FEC quality assurance managers), and classroom-based trainers and researchers who argue that grading is too judgemental and compromises the formative and developmental progress of trainees. The rationale for trainee teachers to have their classroom practice graded is contrasted with evidence that highlights the negative results of grading. This article reports findings from the evaluation of an innovative, alternative strategy that addresses Ofsted’s central requirement for trainees to know ‘where they are’ in their development by offering a middle way between grading and not grading trainees’ classroom performance.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 2016 [online 9 Oct 2014], available online: http://www.tandfonline.com/10.1080/0309877X.2014.953456.
Keywords: post-16 teacher training, Ofsted, quality assurance
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/0309877X.2014.953456
Depositing User: Collier, Elanor
Date Deposited: 01 Mar 2016 08:33
Last Modified: 15 Sep 2016 08:01
URI: http://eprints.nottingham.ac.uk/id/eprint/32027

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