Aligning teacher assessments and teacher learning through a teacher learning progression

• Published in: Educational assessment, evaluation and accountability Vol. 34; no. 4; pp. 509 - 532
• Main Authors: Veronica Santelices, Maria, Wilson, Mark
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.11.2022; Springer; Springer Nature B.V
• Subjects: Alignment (Education); Assessment; Education; Educational evaluation; Formative Evaluation; Knowledge Level; Learning; Summative Evaluation; Teacher Education; Teacher Evaluation; Teacher evaluations; Teachers; Teachers, Rating of; Testing and Evaluation; Training; Teacher evaluation; Student learning progression; Teacher assessment; Teacher accountability; Teacher learning progression
• ISSN: 1874-8597; 1874-8600
• DOI: 10.1007/s11092-022-09388-w

This theoretical piece discusses the concept of a teacher learning progression in an attempt to integrate teacher learning and assessment. From the authors’ perspective, the main features of the teacher learning progression are the longitudinal understanding of teacher knowledge and practice, and the opportunity to align teacher evaluations’ formative and summative purposes. Criteria to assess existing teacher learning progressions are proposed and used to examine examples of teacher assessment systems implemented in different parts of the world. The concept of teacher learning progression has national and international implications for teacher training, for teaching assessment and for the design and implementation of educational policies.