Conceptions of Assessment in Pre-Service Teachers' Narratives of Students' Failure

Autor/inn/en	Lutovac, Sonja; Flores, Maria Assunção
Titel	Conceptions of Assessment in Pre-Service Teachers' Narratives of Students' Failure
Quelle	In: Cambridge Journal of Education, 52 (2022) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lutovac, Sonja) ORCID (Flores, Maria Assunção)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1935736
Schlagwörter	Foreign Countries; Preservice Teachers; Student Attitudes; Student Evaluation; Academic Failure; Feedback (Response); Reflection; Individualized Instruction; Success; Assessment Literacy; Preservice Teacher Education; Student Motivation; Academic Achievement; Finland + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Schulnote; Studentische Bewertung; Individualisierender Unterricht; Erfolg; Lehramtsstudiengang; Lehrerausbildung; Schulische Motivation; Schulleistung; Finnland
Abstract	Pre-service teachers' conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside others regarding teaching and learning, however, have a great impact on future teachers' instructional practices. In this study, the authors examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers' narratives of students' failure. Their findings reveal four major conceptions: (a) assessment is about feedback and reflection; (b) assessment needs to be personalised and demonstrate students' learning; (c) assessment should take into account students' invested effort; and (d) assessment fails to measure students' success or failure. These findings provide a qualitative insight into and extend both research on teachers' conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers' conceptions in particular. The relevance of these findings for future teachers' professional development is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01