Assessing Iranian Student-Teachers' Problem-Solving Ability: A Comparison between Conventional and Problem-Based Assessment

Autor/inn/en	Ashraf, Hamid; Ahmadi, Fatemeh; Domsky, Javad Gh.
Titel	Assessing Iranian Student-Teachers' Problem-Solving Ability: A Comparison between Conventional and Problem-Based Assessment
Quelle	In: International Journal of Education and Literacy Studies, 5 (2017) 3, S.41-46 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Foreign Countries; Student Teachers; Problem Solving; Comparative Analysis; Evaluation Methods; Student Teacher Evaluation; Problem Based Learning; Mixed Methods Research; Graduate Students; Achievement Tests; Semi Structured Interviews; Hypothesis Testing; Iran + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hypothesenprüfung; Hypothesentest
Abstract	The advent of problem-based assessment has opened the question of whether or not conventional approaches to assessment are truly a representative of students' knowledge (Lampert, 2001). In an attempt to find out about the suitability of problem-based tests in evaluating student-teachers' knowledge of teaching English, a problem-based test was designed and administered to 33 MA students who were selected through the quota approach at Payame Noor University. Comparison of the results of the problem-based test and conventional test through paired-samples t-test revealed that teacher-students gained higher scores in the conventional tests; however, the results of the semi-structured interview with the participants revealed that they considered problembased test a true measure of their knowledge and favored it over conventional assessment due to its relevance to content and context of the course, its motivating nature, and its dynamic structure. This study can have pedagogical implications for language teachers and material developers. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01