Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment in Education-Principles Policy & Practice Pub Date : 2023-03-04 DOI:10.1080/0969594X.2023.2202836
Natalie Schelling, L. Rubenstein
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引用次数: 2

Abstract

ABSTRACT The purpose of this mixed-methods study is to examine the outcomes of assessment training for elementary teachers. Only 56% of the surveyed teachers (n = 283) had assessment training in their university courses, compared to 84% that received in-service training. The quantitative results indicate that frequency of assessment training is positively related to assessment self-efficacy, attitudes about assessment, and data-driven decision making practices. Within the qualitative data, teachers (n = 9) explained the conflicts within assessment training: idealism v. realism; pressure v. support; and technical competence v. transferrable understandings. This study demonstrates the importance of assessment training while providing several recommendations for enhancing the efficacy.
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职前与在职评估训练对小学教师自我效能感、态度与数据驱动决策实践的影响
摘要本研究旨在探讨小学教师评核训练的效果。接受调查的教师中,只有56% (n = 283)在大学课程中接受过评估培训,而接受在职培训的教师占84%。定量结果表明,测评培训频率与测评自我效能感、测评态度和数据驱动决策实践呈正相关。在定性数据中,教师(n = 9)解释了评估培训中的冲突:理想主义与现实主义;压力v.支持;技术能力和可转让的理解。本研究证明了评估培训的重要性,同时提出了提高评估培训效果的几点建议。
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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