Teacher learning through participation in a negotiated assessment procedure: Christel P.M. Verberg, Dineke E.H. Tigelaar and Nico Verloop

Teacher assessment can generally be divided into two main types: assessment with a summative purpose, for example to achieve a teaching qualification; and assessment with a formative purpose, for example to promote professional practice (Black & William, 2003). In this study, we used formative assessment to help teachers to plan their learning, identify their strengths and weaknesses, formulate target areas for remedial actions and develop skills to improve their practice (Topping, 2009). The focus of this study is on formative assessment in function of teacher learning.