Cover Page
The handle http://hdl.handle.net/1887/20771 holds various files of this Leiden University dissertation.
Author: Verberg, Christel
Title: The characteristics of a negotiated assessment procedure to promote teacher learning
Issue Date: 2013-04-18
The characteristics of a negotiated assessment procedure to promote teacher learning
ICLON, Leiden University Graduate School of Teaching
The research was carried out in the context of the Dutch Interuniversity Center for Educational Research
This research was funded by the Netherlands Organization for Scientific Research (NWO) (Project no. 411-06-313).
Title: The characteristics of a negotiated assessment procedure to promote teacher learning
Titel: De kenmerken van een onderhandelend beoordelingsprocedure om het leren van docenten te bevorderen.
ICLON, Leiden University Graduate School of Teaching Print: Mostert & Van Onderen! Leiden
Cover design: Karin van Iterson, hakijk.nl
Lay-out: Karin van Iterson & Mostert & Van Onderen! Leiden ISBN/EAN: 978-94-90383-10-7
© 2013, Christel Verberg
All rights reserved. No part of this thesis may be reproduced, stored in retrieval systems, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the author.
The characteristics of a negotiated assessment procedure to promote teacher learning
Proefschrift
ter verkrijging van
de graad van Doctor aan de Universiteit Leiden, op gezag van Rector Magnificus prof. mr. dr. C.J.J.M. Stolker,
volgens besluit van het College voor Promoties te verdedigen op donderdag 18 april 2013
klokke 15.00 uur
door
Christina Petronella Maria Verberg geboren te Leiden
in 1969
Promotiecommissie
Promotor
Prof. dr. N. Verloop
Copromotor Dr. E.H. Tigelaar
Overige leden
Prof. dr. E. de Bruijn, Universiteit Utrecht Prof. dr. W.F. Admiraal
Dr. K. van Veen
De weg zelf is je bestemming Confucius (551-479 v.Chr.)
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Table of contents
CHAPTER 1 GENERAL INTRODUCTION 11
1.1 Introduction 11
1.2 Formative assessment 11
1.3 Negotiated assessment 13
1.4 General problem and context of our research 13
1.5 Design of the research 14
1.6 Outline of the research 16
CHAPTER 2 COMPETENCES FOR PROMOTING REFLECTION SKILLS IN
VOCATIONAL EDUCATION 19
2.1 Introduction 20
2.2 Theoretical background 21
2.3 Method 25
2.3.1 Context of the study 25
2.3.2 Procedure 25
2.3.3 Participants 29
2.3.4 Analysis 30
2.3.5 Quality assurance procedures 30
2.4 Results 32
2.4.1 Specific case 32
2.4.2 Overall results 32
2.4.3 Grouping the results into a competence framework 34 2.4.4 Teachers’ expectations about the usefulness of
the competence framework 36
2.5 Conclusion and discussion 37
CHAPTER 3 NEGOTIATED ASSESSMENT PROCEDURE AND TEACHER LEARNING: A DETAILED EXPLORATION OF THE
NEGOTIATION PROCESSES. 39
3.1 Introduction 40
3.2 Theoretical background 41
3.3 Method 45
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3.3.1 Context 45
3.3.2 The negotiated assessment procedure 45
3.3.3 Training 47
3.3.4 Participants 48
3.3.5 Data collection 50
3.3.6 Data analysis 50
3.4 Results 53
3.4.1 Negotiation dialogues 53
3.4.2 Occurrence of negotiations 56
3.4.3 Teachers’ and assessors’ opinions about negotiations 58
3.5 Conclusion and discussion 59
CHAPTER 4 TEACHER AGENCY WITHIN THE CONTEXT OF FORMATIVE
TEACHER ASSESSMENT 65
4.1 Introduction 66
4.2 Theoretical background 67
4.2.1 Teacher agency within the context of teacher assessment 67 4.2.2 Negotiated assessment and teacher agency 68
4.3 Method 69
4.3.1 Context 69
4.3.2 The negotiated assessment procedure 70
4.3.3 Training 71
4.3.4 Participants 71
4.3.5 Data collection 71
4.3.6 Analysis 72
4.4 Results 75
4.4.1 Learning objectives and learning activities 76
4.4.2 Teachers’ sense of agency 78
4.4.3 Manifestation of teacher agency in the interaction process
during the assessment meetings 79
4.5 Conclusion and discussion 85
9 CHAPTER 5 TEACHER LEARNING THROUGH PARTICIPATION IN A
NEGOTIATED ASSESSMENT PROCEDURE 89
5.1 Introduction 90
5.2 Theoretical background 90
5.2.1 Research questions 93
5.3 Method 94
5.3.1 Context 94
5.3.2 The negotiated assessment procedure 94
5.3.3 Participants 95
5.3.4 Training 95
5.3.5 Data collection 96
5.3.6 Analysis 97
5.4 Results 99
5.4.1 Usefulness of the different elements in the negotiated
assessment procedure 99
5.4.2 Learning benefits 101
5.5 Conclusions 102
5.6 Discussion 103
CHAPTER 6. GENERAL CONCLUSIONS AND DISCUSSION 107
6.1 Introduction 107
6.2 General conclusions of the studies 107
6.2.1 Study 1 107
6.2.2 Study 2 108
6.2.3 Study 3 109
6.2.4 Study 4 110
6.3 Discussion 111
6.4 Limitations, implications and suggestions for future research 114
SUMMARY 117
NEDERLANDSE SAMENVATTING 125
REFERENCES 135
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APPENDICES 147
Appendix A 148
Appendix B 149
Appendix C 150
PUBLICATIONS 161
CURRICULUM VITAE 163
DANKWOORD 165
ICLON PHD DISSERTATION SERIES 167
