Assessment conceptions of Finnish pre-service teachers

Kyttälä, Minna; Björn, Piia Maria; Rantamäki, Milla; Lehesvuori, Sami; Närhi, Vesa; Aro, Mikko; Lerkkanen, Marja‐Kristiina

doi:10.1080/02619768.2022.2058927

Cited by 11 publications

(4 citation statements)

References 43 publications

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“…The assessment conceptions of our preservice teachers (N = 168) were slightly more focused on formative assessment's role in promoting learning compared to the most recent survey data of Finnish preservice teachers (N = 287) reported by Kyttälä et al (2022). Both explorations focused on similar teacher groups (subject, class, and special teachers) and introduced also a group of preservice teachers that see assessment as useless, harmful, or negative (inequal grading, stress, time-consuming).…”

Section: Assessment Conceptions In Opening Broader Views On Teacher A...mentioning

confidence: 69%

In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

et al. 2022

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Assessment has a critical and time-consuming role in the teaching profession. However, teachers generally possess low levels of assessment knowledge and skills, with their understanding more about the culturally and historically established summative compared to formative assessment. Therefore, developing assessment literacy in preservice teacher education (PsTE) is important. In the present study, a special study module of assessment was designed for PsTE to examine Finnish student teachers’ assessment literacy. Deductive and inductive content analyses of students’ (N = 168) written diaries were conducted applying a conceptual framework of teacher’s assessment literacy in practice (TALiP). Based on the results, the students’ assessment knowledge base and assessment conceptions were promisingly versatile and indicated a rich awareness of the broad nature of assessment. However, the key findings also suggest that assessment is not an easy topic for student teachers to discuss with peers. It can be concluded that even short PsTE assessment courses can enhance student teachers’ views of versatile pedagogical inputs and outputs of assessment.

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Section: Assessment Conceptions In Opening Broader Views On Teacher A...mentioning

confidence: 69%

In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

et al. 2022

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“…-formative assessment, when incorporated into the didactic process, significantly transforms it and becomes an essential and integral part of it (Irons, Elkington, 2021); -formative assessment is the process of generating and interpreting information about intermediate learning outcomes in order to adjust tactics and learning content (Kyttälä, Björn, Rantamäki et al, 2022);…”

Section: Peer-to-peer Assessmentmentioning

confidence: 99%

The essence of formative assessment as a didactic concept of higher education

Kodrle,

Lopatina

2024

Pedagogy. Theory & Practice

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The purpose of the research is to reveal the didactic essence of formative assessment in the context of its conceptualization in the university pedagogical process. The article refers to the problem of improving the pedagogical process through the use of educational technologies of formative assessment. The study attempts to trace the evolution of the formation of the concept of formative assessment in Russian and foreign pedagogy, to identify its essence and content, to characterize formative assessment in the modern educational process of the university as a pedagogical phenomenon that contributes to improving the quality of learning. As a result, the researchers clarified the essence of the concept “formative assessment” and defined it on the basis of the conducted comprehensive analysis of the genesis of its conceptualization in global pedagogical science. The novelty of the proposed research lies in the presented characteristic of formative assessment in a modern pedagogical process of higher education institutions, revealing its essence through didactic functions and strategic principles. The paper concludes by highlighting the didactic potential of formative assessment, focusing on its essential characteristic as a regulator of educational activity, which provides the continuous development and adaptation of the pedagogical process to the individual abilities and learning needs of students in order to improve the quality of education. The practical advantage of the paper is that it proposes tactics and strategies for the implementation of formative assessment technologies in the university educational process.

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“…During the first trimester of the school year, students in both the experimental and the control groups received teacher-centered instruction (Kyttälä et al, 2022), that is, all teachers employed the one-way instructional teaching method. Teacher-centered pedagogy is based upon a model of an active teacher and a passive student (Baker et al, 2022).…”

Section: Organization Schedule Frequency and Duration Of Tutoring Ses...mentioning

confidence: 99%

Peer tutoring in middle school mathematics: academic and psychological effects and moderators

Miravet

2022

Educational Psychology

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In this study reciprocal peer tutoring was implemented in middle school mathematics classes for a six-month period. The effects of this methodology on students' mathematics achievements, mathematics anxiety levels, attitudes toward mathematics, and mathematics self-concepts were examined. Study participants included 768 students in grades 7 to 9 (12 to 15 years old). Statistically significant differences and positive effect sizes were reported for mathematics achievement, mathematics anxiety level, and mathematics self-concept (Hedge's g average value of 0.28). No significant statistical differences were reported for mathematics attitude. Students' repeating condition acted as significant moderators for mathematics anxiety. The main conclusion is that reciprocal peer tutoring can be very beneficial academically and psychologically for middle school mathematics students.

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Assessment conceptions of Finnish pre-service teachers

Cited by 11 publications

References 43 publications

In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

The essence of formative assessment as a didactic concept of higher education

Peer tutoring in middle school mathematics: academic and psychological effects and moderators

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