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Conceptions of Assessment in Pre-Service Teachers' Narratives of Students' Failure
- Source :
-
Cambridge Journal of Education . 2022 52(1):55-71. - Publication Year :
- 2022
-
Abstract
- Pre-service teachers' conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside others regarding teaching and learning, however, have a great impact on future teachers' instructional practices. In this study, the authors examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers' narratives of students' failure. Their findings reveal four major conceptions: (a) assessment is about feedback and reflection; (b) assessment needs to be personalised and demonstrate students' learning; (c) assessment should take into account students' invested effort; and (d) assessment fails to measure students' success or failure. These findings provide a qualitative insight into and extend both research on teachers' conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers' conceptions in particular. The relevance of these findings for future teachers' professional development is discussed.
Details
- Language :
- English
- ISSN :
- 0305-764X
- Volume :
- 52
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Cambridge Journal of Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1322444
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/0305764X.2021.1935736