Developing Pre-Service Teachers' Skills in Assessment "for" Learning (A"f"L): A Plan Using Design-Based Research

Autor/inn/en	Oo, Cherry Zin; Alonzo, Dennis
Titel	Developing Pre-Service Teachers' Skills in Assessment "for" Learning (A"f"L): A Plan Using Design-Based Research
Quelle	In: Issues in Educational Research, 33 (2023) 2, S.693-712 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oo, Cherry Zin) ORCID (Alonzo, Dennis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Preservice Teacher Education; Foreign Countries; Theory Practice Relationship; Skill Development; Preservice Teachers; Evaluation Methods; Educational Strategies; Burma + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Theorie-Praxis-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrstrategie
Abstract	This methodology paper presents how design-based research (DBR) can be used to prepare pre-service teachers (PSTs) to build their assessment for learning (A"f"L) literacy. A total of 335 PSTs involving 30 PSTs in the intervention group and 305 PSTs in the cohort group from one of the teacher training institutes in Myanmar participated in this study. The four phases of DBR, (1) problem analysis; (2) design and development; (3) testing and refinement; and (4) reflection to enhance the solution, were adopted. This paper highlights how each phase of DBR was used as a pedagogical approach to professional development in PSTs. The findings demonstrate the important contribution to teacher education of explicit teaching of A"f"L literacy using a specific professional development model. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01