Literaturnachweis - Detailanzeige
| Autor/inn/en | Schelling, Natalie; Rubenstein, Lisa DaVia |
|---|---|
| Titel | Pre-Service and In-Service Assessment Training: Impacts on Elementary Teachers' Self-Efficacy, Attitudes, and Data-Driven Decision Making Practice |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 30 (2023) 2, S.177-202 (26 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Schelling, Natalie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| DOI | 10.1080/0969594X.2023.2202836 |
| Schlagwörter | Preservice Teacher Education; Inservice Teacher Education; Assessment Literacy; Elementary School Teachers; Self Efficacy; Teacher Attitudes; Decision Making; Data Use; Faculty Development |
| Abstract | The purpose of this mixed-methods study is to examine the outcomes of assessment training for elementary teachers. Only 56% of the surveyed teachers (n = 283) had assessment training in their university courses, compared to 84% that received in-service training. The quantitative results indicate that frequency of assessment training is positively related to assessment self-efficacy, attitudes about assessment, and data-driven decision making practices. Within the qualitative data, teachers (n = 9) explained the conflicts within assessment training: idealism v. realism; pressure v. support; and technical competence v. transferrable understandings. This study demonstrates the importance of assessment training while providing several recommendations for enhancing the efficacy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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