Looney, A., Cumming, J., van Der Kleij, J., & Harris, K. (2017). Reconceptualising the Role of Teachers as Assessors: Teacher Assessment Identity. Assessment in Education: Principles, Policy & Practice, 25, 442-467.
https://www.dcu.ie/sites/default/files/carpe/loone_cumming_van_der_kleij_harris_2017.pdf

has been cited by the following article:

• TITLE: Moments in Transformation: Newly Qualified Lifelong Learning Teachers’ Reconceptualization of Assessment in Practice

  AUTHORS: Gordon O. Ade-Ojo, Vicky Duckworth

  KEYWORDS: Assessment, Transformation, Conceptualisation, Reflection, Community of Practice, Teacher Development

  JOURNAL NAME: Creative Education, Vol.11 No.11, November 27, 2020

  ABSTRACT: This study aims to establish the time and process of transformation in the understanding and practice of beginner teachers in their assessment practice. It investigates the pre- and post-training conceptualisations of assessment amongst recently qualified teachers in the lifelong learning sector in the UK. Using the lens of transformative learning, it maps out the relevant processes, factors and time in re-conceptualisation. The study employed a combination of statistical tools and content analysis for data analysis. It found that the dominant pre-training conceptualisation of assessment was in its summative essence and that re-conceptualization is dynamic and occurred mostly during practice through participatory rather than chronological experience. The study calls for a review of the structure and content of assessment education beyond training programmes.