Identifying Canadian Teacher Candidates' Needs for Training in the Use of Inclusive Classroom Assessment

Autor/inn/en	Lin, Pei-Ying; Lin, Yu-Cheng
Titel	Identifying Canadian Teacher Candidates' Needs for Training in the Use of Inclusive Classroom Assessment
Quelle	In: International Journal of Inclusive Education, 19 (2015) 8, S.771-786 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.970669
Schlagwörter	Foreign Countries; Preservice Teachers; Teacher Education; Inclusion; Student Attitudes; Comparative Analysis; Student Surveys; Questionnaires; Misconceptions; Educational Assessment; Testing Accommodations; Models; Elementary Secondary Education; Research Universities; Measures (Individuals); Statistical Analysis; Multivariate Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Inklusion; Schülerverhalten; Schülerbefragung; Fragebogen; Missverständnis; Education; assessment; Bewertungssystem; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Analogiemodell; Forschungseinrichtung; Messdaten; Statistische Analyse; Multivariate Analyse; Kanada
Abstract	To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model, consisting of four concepts of assessment "for," "as," "of" learning as well as accommodations and modifications, was built to compare with questionnaire responses from a group of Canadian teacher candidates (n?=?295). Our data yielded five factors: (1) beliefs about accommodations and modifications for students with diverse needs (ACC), (2) assessment "of" learning, (3) assessment "as" learning, (4) misconceptions of inclusive assessment, and (5) negative beliefs about assessment for learning (NAFL). Contrary to expectations, assessment concepts are not fully interrelated with each other in teacher candidates' belief systems. In addition, participating teacher candidates may have some misconceptions about inclusive assessments given that they possessed positive beliefs towards them. The implications for teacher education programmes and professional development were also discussed in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01