Optional assessment submission within Master’s-level learning

teachers’ perceptions

Marie Beresford-Dey, Richard Holme (Lead / Corresponding author)

Research output: Contribution to journalArticle

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Abstract

As a result of the report Teaching Scotland’s Future, in 2013 the Scottish Government made available £1.7 million for projects that would facilitate an increase in Master’s-level learning for teachers. One of the projects involved teachers, from a single local authority in Scotland, undertaking a 30-credit module; a distinct element of this project was that participants had the choice to submit the assignment at Master’s level. Two group interviews were conducted with a non-probability volunteer sample taken from the total project group (n = 30). The two research groups comprised either students who submitted their assignment (n = 6) or those who chose not to submit (n = 6). The resulting data was then analysed, taking into account Evans conceptualised model of professionalism and professional development, to determine how attitudinal components relate to the participants’ decision about whether to submit their assessment decision. The study concludes by suggesting that a deeper understanding of the motivation of teachers is essential when planning such continuing professional development/professional learning programmes.

Original languageEnglish
Pages (from-to)428-443
Number of pages16
JournalProfessional Development in Education
Volume44
Issue number3
Early online date28 Jun 2017
DOIs
Publication statusPublished - 2018

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learning
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student
professionalism

Keywords

  • Continuing professional development
  • higher education
  • Master’s-level study
  • optional submission
  • professional learning
  • self-efficacy

Cite this

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title = "Optional assessment submission within Master’s-level learning: teachers’ perceptions",
abstract = "As a result of the report Teaching Scotland’s Future, in 2013 the Scottish Government made available £1.7 million for projects that would facilitate an increase in Master’s-level learning for teachers. One of the projects involved teachers, from a single local authority in Scotland, undertaking a 30-credit module; a distinct element of this project was that participants had the choice to submit the assignment at Master’s level. Two group interviews were conducted with a non-probability volunteer sample taken from the total project group (n = 30). The two research groups comprised either students who submitted their assignment (n = 6) or those who chose not to submit (n = 6). The resulting data was then analysed, taking into account Evans conceptualised model of professionalism and professional development, to determine how attitudinal components relate to the participants’ decision about whether to submit their assessment decision. The study concludes by suggesting that a deeper understanding of the motivation of teachers is essential when planning such continuing professional development/professional learning programmes.",
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AU - Holme, Richard

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N2 - As a result of the report Teaching Scotland’s Future, in 2013 the Scottish Government made available £1.7 million for projects that would facilitate an increase in Master’s-level learning for teachers. One of the projects involved teachers, from a single local authority in Scotland, undertaking a 30-credit module; a distinct element of this project was that participants had the choice to submit the assignment at Master’s level. Two group interviews were conducted with a non-probability volunteer sample taken from the total project group (n = 30). The two research groups comprised either students who submitted their assignment (n = 6) or those who chose not to submit (n = 6). The resulting data was then analysed, taking into account Evans conceptualised model of professionalism and professional development, to determine how attitudinal components relate to the participants’ decision about whether to submit their assessment decision. The study concludes by suggesting that a deeper understanding of the motivation of teachers is essential when planning such continuing professional development/professional learning programmes.

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