The Effects of Hands-On Experience on Students' Preferences for Assessment Methods

Autor/inn/en	Struyven, Katrien; Dochy, Filip; Janssens, Steven
Titel	The Effects of Hands-On Experience on Students' Preferences for Assessment Methods
Quelle	In: Journal of Teacher Education, 59 (2008) 1, S.69-88 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487107311335
Schlagwörter	Preservice Teacher Education; Student Teachers; Familiarity; Child Development; Experiential Learning; Student Teacher Attitudes; Attitude Change; Evaluation; Student Evaluation; Elementary School Teachers; Portfolio Assessment; Case Studies; Peer Evaluation; Multiple Choice Tests + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kindesentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Attitudinal change; Einstellungsänderung; Evaluierung; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Portfoliobeurteilung; Case study; Fallstudie; Case Study; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	This study investigates the effects of student teachers' hands-on experience with evaluation on their preferences for assessment methods. A course on child development within the 1st year of the elementary teacher education program provides the quasi-experimental learning/teaching setting. Five research conditions are linked to four assessment modes, namely, portfolio, case-based, peer assessment, and multiple-choice evaluations. Data collection was obtained by questionnaires, adopting a longitudinal design that involves three moments of measurement. Results show initially negative responses to unknown assessment methods. As familiarity with the assessment tool grew, student teachers' preferences changed positively. Although the extent differs, every assessment method benefited significantly from the teacher candidates' experience with the format during the course. Moreover, student teachers' perceptions of the appropriateness of the assessment method for evaluation purposes are congruent with their preferences. Consequently, to change student teachers' preferences for unknown assessment methods, hands-on experiences are fundamental and need to be positive. Results are particularly encouraging for teacher education instructors who use a variety of assessment modes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10