Abstracts - Earli

N 431 August 2007 16:00 - 17:20Room: -1.64Paper SessionNew modes of assessmentChair:Tibor Vidákovich, University of Szeged, HungaryDevelopment and use of a self-evaluation method for schools to determine the quality of theircompetency assessment programmesLiesbeth Baartman, Utrecht University, NetherlandsFrans Prins, Utrecht University, NetherlandsPaul Kirschner, Utrecht University, NetherlandsCees Van der Vleuten, Maastricht University, NetherlandsAs assessment methods are changing, the way to determine their quality needs to be changedaccordingly. Because one single assessment method is not enough to fulfil the new purpose ofassessment for learning, we argue for the use Competency Assessment Programmes (CAPs),combinations of classical tests and new assessment methods which involve both formative andsummative assessments. To assist schools in evaluating their CAPs, a self-evaluation procedurewas developed, based on 12 qualities for CAPs developed in earlier studies. A self-evaluation waschosen as it stimulates reflection and is increasingly used as an alternative to external evaluation.The self-evaluation is carried out by a group of functionaries from the same school and comprisesan individual self-evaluation and a group reflection interview. The school’s CAP is rated on the 12quality criteria and an example or evidence is asked for to substantiate these ratings. In this study,three functionaries from eight schools evaluated their CAP using the self-evaluation procedure.Results show that the reflection interview was very important as different perspectives on the CAPare assembled here into an overall picture of the CAP’s quality. Regarding the ratings andsubstantiations, schools seem to be able to provide content-relevant substantiations for theirratings, but tend to use circular arguments.Teacher-pupil-parent talks. An intentional perspective.Gunnel Lindh, Uppsala University, Department of Teacher Educatio, SwedenAgneta Lindh-Munther, Uppsala University, Department of Teacher Educatio, SwedenThis study concerns the teacher-pupil-parent talk, the so-called talk for development, a prescribedlink between the home and the school in the Swedish compulsory school. The aim is to elucidatethis "institutionalised personal talk." We are primarily interested in the individual’s intentions inaction. In an intentional conversational analysis the researcher on the basis of the individualspeakers’ concrete talk activities try to grasp the meaning of the talk for the individual byassigning him/her more or less conscious intentions – intentions in action, so-called projects. Whatindividual projects are possible within the given frames? The data include 25 video recordeddevelopment talks made by 6 teachers in school year 6, and 245 questionnaires to pupils in year 6.The findings demonstrate the complexity of the talk for development. Even if the talks differ, thereare many common patterns, as consensus, an informal tone, a lot of assessment of the pupils, etc.We interpret the global projects of the participants as a matter of presenting themselves ascompetent teachers, as good parents, and as well-mannered children/able pupils. Thesecomplimentary projects, in addition to the implicit purpose and procedures of the talk, strongly– 730 –