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

S. Hussain, M. Idris, Zarina Akhtar
{"title":"PERCEPTIONS OF TEACHER EDUCATORS AND PROSPECTIVE TEACHERS ON THE ASSESSMENT LITERACY AND PRACTICES","authors":"S. Hussain, M. Idris, Zarina Akhtar","doi":"10.51380/GUJR-37-01-07","DOIUrl":null,"url":null,"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.","PeriodicalId":11002,"journal":{"name":"Day 1 Tue, March 23, 2021","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Day 1 Tue, March 23, 2021","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.51380/GUJR-37-01-07","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信