Preservice Teachers' Assessment of Student Understanding: Processes and Their Development.

Autor/in	Heuwinkel, Mary K.
Titel	Preservice Teachers' Assessment of Student Understanding: Processes and Their Development.
Quelle	(1999), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Elementary School Students; Elementary School Teachers; Evaluation Methods; Higher Education; Knowledge Level; Preservice Teacher Education; Professional Development Schools; Student Evaluation; Student Teacher Attitudes; Student Teachers; Thinking Skills + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Schulnote; Studentische Bewertung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Denkfähigkeit
Abstract	This study of eight elementary student teachers used stimulated recall interviews to investigate their knowledge and processes in reading their students, or informally assessing their students' understanding during instruction. By collecting data from four student teachers in each of two different programs at the same university, one of which was a Professional Development School, the study explored factors essential to developing these skills and knowledge and the role of the program in this development. Study results clearly described the general model of assessing student understanding, which emphasized student understanding, gathering various types of cues from three sources, and interpreting the cues in terms of student understanding. Results exposed the thoughts and knowledge necessary for assessing student understanding by defining the general categories of knowledge needed for deep interpretation of cues and describing the complex thinking employed by relative experts. The study proposes that this complex thinking is dependent upon knowledge of classroom routines so that cognitive space is available to attend to assessment issues. The study explains how the assessment processes and knowledge are learned. It also proposes that stimulating classroom experiences and coursework focused on student assessment helped student teachers learn the requisite knowledge, develop a template that facilitated gathering and interpreting cues, and develop routines that allowed cognitive space to focus on cues and integrate forms of knowledge. (Contains 17 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC