Professional standards in teaching are developed in many education systems, with professional learning and quality assurance being the central purposes of these standards. This paper presents an initiative in developing a professional development progress map (hereafter, progress map) within a learning-oriented field experience assessment (LOFEA) framework. The article examines the use of a progress map to support professional learning in teaching supervision in the field experience of a teacher education programme. Views of users, including 16 tertiary supervisors and 21 teacher participants of the in-service programmes, were collected. Issues relating to supporting student teachers' professional learning with standards-referenced assessment, are discussed around four themes, namely intention, instrumentation, interpretation and implementation. Copyright © 2006 Taylor & Francis Group, an informa business.
CitationTang, S. Y. F., Cheng, M. M. H., & So, W. W. M. (2006). Supporting student teachers' professional learning with standards-referenced assessment. Asia-Pacific Journal of Teacher Education, 34(2), 223-244.
- Student teachers
- Teachers -- Training of
- Occupational training
- Professional education
- Career education
- Educational tests and measurements
- Academic achievement
- Education -- Study and teaching