Investigation of Prospective Teachers’ Beliefs Towards Authentic Assessment

Abstract

The aim of this study is to examine the prospective teachers’ beliefs toward authentic assessment in relation tovarious variables. The survey method has been used in this study and the sample of the study is comprised of 612prospective teachers 368 (60.1%) of whom are female and 244 (39.9%) of whom are male. The "AuthenticAssessment Belief Scale" (AABS) comprised of 17 items and 3 subscales and developed by the researcher has beenused as a data collection tool. As for the analysis of the data SPSS 20.0 package program has been preferred. Theprospective teachers’ beliefs toward the authentic assessment in terms of gender variable has been analyzed withindependent samples t-test and in terms of department and grade variables one way ANOVA has been used. 05degree of significance is used for the analysis. In case of observing significant differences LSD postdoc test has beenused to determine the source of difference and effect size has been calculated to determine the magnitude of thedifference. So as to determine the level of prospective teachers’ beliefs toward the authentic assessment, mean andstandard deviation values have been calculated. According to the findings of the study, the prospective teachers’beliefs toward the authentic assessment have been observed to be high. Moreover prospective teachers’ beliefs havebeen determined to differ significantly in terms of gender, grade and department variables.

Teachers’ misconceptions and current performance in implementing student portfolio assessment in elementary schools in Thailand

“…Authentic assessment, therefore, gained more interest from schoolteachers. Authentic assessment allows students to demonstrate the knowledge and skills learned from their lessons by creating a response or a task in real life situations (Cole, Ryan, Kick, & Mathies, 2000;Kinay, 2018;Mueller, 2005;Tangdhanakanond, Pitiyanuwat, & Archwamety, 2006a;Tangdhanakanond, 2016). Student portfolio is potentially an authentic assessment tool that teachers have been encouraged to use.…”

Instructors’ Perceptions of Authentic Assessment to Competences Acquisition among Undergraduate Prospective Science Teachers in Tanzania

“…Authentic assessment has been perceived to be beneficial to the undergraduate prospective science teachers by equipping them with competences useful in the teaching profession. The concern among scholars bases on the fact that, the usefulness of any mode of assessment depends greatly on the perception of the stakeholders namely instructors and students (Bloxham & Boyd, 2007;Gulikers et al, 2006;Kinay, 2018). The way instructors perceive the type of assessment may make them adopt the required techniques in using it.…”