Pre-Service Teachers' Preferred Methods of Assessment: A Perspective from Saudi Arabia

Autor/in	Alghamdi, Amani K. Hamdan
Titel	Pre-Service Teachers' Preferred Methods of Assessment: A Perspective from Saudi Arabia
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 4, Artikel 5 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Females; Evaluation Methods; Student Evaluation; Group Testing; Cooperative Learning; Alternative Assessment; Assignments; Group Activities; Questionnaires; Cooperation; Mixed Methods Research; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Schulnote; Studentische Bewertung; Gruppentest; Kooperatives Lernen; Assignment; Auftrag; Zuweisung; Gruppenaktivität; Fragebogen; Co-operation; Kooperation; Saudi-Arabien
Abstract	Teacher-candidate course assessment is one topic that has not been adequately explored in teacher education literature where pre-service teachers' voices are rarely heard. This mixed-methods study explored a group of female pre-service teachers (n = 83) enrolled in a Diploma of Education program to identify their preferred method of assessment for their learning. The results showed that these individuals preferred a group assignment, consisting of a written report and an oral presentation, over an individual assignment, consisting of an individual essay, because the group assignment helped them to break through the boundary of facing an audience and encouraged them to exchange knowledge with their counterparts. (Contains 3 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10