From deficit approach to developmental learning paradigm: A longitudinal investigation of the interplay between teacher beliefs, practice and a professional development program

Abstract

To many teachers, assessments are still used as the endpoint of instruction. Though scholars and researchers have advocated the use of assessment data as evidence to inform teaching, teachers need to be shown how this is done and involvement in professional development (PD) program that equips teachers with these skills is pertinent. In addition, many authors and researchers (to name a few: Penn-Edwards, 2010; Schulman & Armitage, 2005 and Zakaria & Care, 2010) have consistently testified that for PD programs to yield effective results they must also target teacher beliefs. The study aims to identify how a teachers' professional development program known as the Assessment and Learning Partne..