Evaluating science trainee teachers’ assessment pedagogy in promoting cognitive learning experience among students
Written by: Adewale Magaji
8 min read
Adewale Magaji, Centre for Thinking and Learning, Institute for Lifecourse Development, FEHHS, University of Greenwich, UK
Theoretically framing the literature
This article reports a section from a large study on trainee teachers’ classroom assessment pedagogy and its impact on the learning and progress of students. Developing and promoting cognitive learning requires experience in the various types of assessment strategy, such as questioning to check prior and current knowledge of students, feedback, and self- and peer-assessments (Black and Wiliam, 1998; Panadero et al., 2016; NFER, 2019). However, effort is required to develop trainee teachers’ assessment competence and literacy (DeLuca et al., 2019; Schildkamp et al., 2020) as a means to improve teaching and learning. Therefore, in promoting cognitive learning experiences, trainees should be aware of those intrinsic (personal) and extrinsic (behaviour and environmental) factors that can promote learning. The social cognitiv
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