Tynan, R (2022) A critical evaluation of criteria-based assessment of subject knowledge and other competencies of teachers in training. Doctoral thesis, Liverpool John Moores University.

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Abstract

This thesis draws together a portfolio of nine peer reviewed papers investigating the assessment of teacher competencies. Earlier papers studied the effectiveness of a particular model for delivering a subject knowledge enhancement course in creating new physical science teachers from those without chemistry or physics first degrees. This programme was attended, year-long, full-time and higher education accredited. Later papers widened the scope to include the assessment of teacher subject knowledge and other competencies in a range of school subjects in the English education system. The portfolio adopted a mixed methods approach with an emphasis on quantitative analysis. In considering the body of research, a critical realism perspective was adopted to describe and interpret the findings in terms of many demonstrable phenomena concerned with assessment as an event. An underlying mechanism is proposed to explain these in terms of the assessment behaviours of teacher practitioners who also act as teacher educator practitioners and may experience role conflict: conflicted role, professional judgement. This approach locates the portfolio’s contribution to new knowledge against pre-existing work, makes clear unifying and coherent themes and establishes the papers’ individual and combined methodological rigour. The research has great local utility in initial teacher education in England. It also demonstrated issues with criteria-based assessment of teaching described through competencies and the problems with adopting number grades to aid quality assurance and accountability. Findings have relevance and may be applicable to all similar assessment systems in any profession.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	QTS; criteria; teacher competencies; assessment; school experience; placements; ITE partnerships; subject knowledge; critical realism; professional judgement; conflicted roles
Subjects:	L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions:	Education
Date Deposited:	14 Apr 2022 10:46
Last Modified:	30 Aug 2022 15:22
DOI or ID number:	10.24377/LJMU.t.00016623
Supervisors:	Mallaburn, A, Seton, L and Daly, A
URI:	https://researchonline.ljmu.ac.uk/id/eprint/16623

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