PERCEPTIONS OF TEACHER EDUCATORS AND PROSPECTIVE TEACHERS ON THE ASSESSMENT LITERACY AND PRACTICES

S. Hussain, M. Idris, Zarina Akhtar
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引用次数: 1

Abstract

This study explores the teacher educators' and prospective teachers’ perceptions regarding classroom assessment literacy and practices. It specifically aims to respond to questions: ‘what teacher educators and student teachers perceive with regard to classroom assessment, purposes, approaches, literacy and practices? How many perceptual differences exist between teacher educators and student teachers on classroom assessment practices? Through sequential triangulation, mixed-method research design data were collected over interview protocols and a Likert design questionnaire. Further, qualitative data were analyzed through a thematic approach while quantitative data were analyzed through mean scores and t-test. The results indicated significant differences in the understanding of classroom assessment practices of teacher educators and student teachers. Furthermore, student teachers feel tense due to prevalent assessment mechanisms. The results also revealed that prevalent assessment approaches fall short of developing requisite skills among student teachers. Thus, alternative assessment practices with more students centered and real-life approaches were recommended for prospective teachers in classroom situations.
教师教育者和准教师对评估素养和实践的看法
本研究探讨了教师教育者和准教师对课堂评估、素养和实践的看法。它特别旨在回答以下问题:“教师、教育者和学生教师对课堂评估、目的、方法、素养和实践的看法是什么?”在课堂评估实践中,教师教育者和学生教师之间存在多少感知差异?通过序贯三角测量,混合方法研究设计数据通过访谈协议和李克特设计问卷收集。定性数据采用主题法分析,定量数据采用均分和t检验分析。结果显示,教师教育工作者和学生教师对课堂评估实践的理解存在显著差异。此外,由于普遍的评估机制,实习教师感到紧张。结果还表明,普遍的评估方法不能培养实习教师的必要技能。因此,为未来的教师在课堂上推荐了更多以学生为中心和现实生活方法的替代评估实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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