From Murky Salty Water to Crystal-Clear Fresh River Flow: Pre-service Teachers’ Assessment Perceptions

Adi Levy-Vered, Sigal Reinders-Kafri, Ofra Inbar-Lourie
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引用次数: 2

Abstract

This qualitative study followed the development of 94 pre-service teachers’ assessment perceptions in an introductory course on student assessment. Analysis of the students’ retrospective and end of course perceptions identified five assessment dimensions. Considerable shifts were detected in each dimension: from summative to formative assessment, from negative to positive assessment perceptions, from perceiving assessment as a simple concept to a complex and multifaceted one, from hierarchical to dialogical perceptions of teacher-student relationships. The findings indicate the potential impact of training in assessment literacy on future teachers’ conceptual framework regarding assessment for learning and hold implications for teacher education programs.
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从浑浊的咸水到清澈的河水:职前教师的评估观念
本质性研究追踪了94名职前教师在学生评量入门课程中对评量认知的发展。分析学生的回顾和课程结束的看法确定了五个评估维度。在每个方面都发现了相当大的变化:从总结性评估到形成性评估,从消极评估到积极评估,从将评估视为一个简单的概念到复杂和多方面的概念,从等级到师生关系的对话感知。研究结果表明,评估素养培训对未来教师关于学习评估的概念框架的潜在影响,并对教师教育计划具有启示意义。
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