Parents’ beliefs about assessment: A conceptual framework and findings from Finnish basic education

Nieminen, Juuso Henrik; Atjonen, Päivi; Remesal, Ana

doi:10.1016/j.stueduc.2021.101097

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…2. Dimensión Socioculturales: Las oportunidades en este punto son más bajas, solo se encuentra la interculturalidad y la democracia vigente dentro de la universidad, mientras que las amenazas son mucho mayores como la violencia en el sector urbano, cohesión social y también se puede incluir la decisión de padres e hijos de no querer alejarse del hogar (Nieminen et al, 2021).…”

Section: Discussionunclassified

Coyuntura de la Carrera Educación Básica en la Universidad Estatal de Bolívar

Torres

Pazmiño

Aldaz

et al. 2023

rcpi

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El contexto educativo nacional demanda profesionales con capacidades y habilidades para el trabajo en la población estudiantil en los distintos niveles de educación, por lo que, la investigación tuvo como objetivo determinar la coyuntura de la carrera de Educación Básica en la Universidad Estatal de Bolívar. Se emplearon métodos de carácter observacional, prospectivo y retrospectivo. Existe una alta demanda insatisfecha a nivel nacional de bachilleres que desean estudiar esta carrera; el 80% de los graduados, desempeñan puestos laborables como profesores y directivos de instituciones educativas; la tasa de empleabilidad es alta para los egresados, en la mayoría de los casos de 3 a 4 profesionales por plantel. El análisis PESTEL, permitió identificar las amenazas y oportunidades que están alrededor de la carrera de Educación Básica, permitiendo identificar hacia donde se debe mejorar y orientar las decisiones que se deben tomar para el futuro de la carrera.

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Section: Discussionunclassified

Coyuntura de la Carrera Educación Básica en la Universidad Estatal de Bolívar

Torres

Pazmiño

Aldaz

et al. 2023

rcpi

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“…Mellati and Khademi (2018) add that assessment literate teachers can provide understandable information on assessment to educational authorities and parents. Even though parents tend to believe in the ideals of formative assessment (Nieminen et al, 2021), school stakeholders too often rely on testing culture and thus draw inadequate conclusions regarding teaching quality, as Stiggins (2014) points out. Levy-Vered and Alhijab (2015, p. 379) indicate that "assessment-literate teachers are able to draw more valid and reliable inferences about their students' learning and to make better instructional decisions about the content.…”

Section: Development Of Teacher Assessment Literacy In Preservice Tea...mentioning

confidence: 99%

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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“…25 It has also been shown that Finnish parents' views of the purposes of assessment align primarily with formative assessment, which is reflective of the overall low-stakes assessment culture in Finland. 26 context of the Cold War and the Space Race, the United States increased focus on science and maths education for the general public and moved towards more regular summative evaluation of students for the purpose of organising state-and national-level educational funding. By the late 1960s, reasearchers were publicly questioning the role of these assessments in learning, and in 1967 at the national American Educational Research Association's annual conference, the largest gathering of educators and education researchers in the United States, Michael Scriven questioned the roles and goals of evaluation, introducing the concept of "formative assessment" and distinguishing between formative and summative assessments.…”

Section: The Current State Of Formative Assessmentmentioning

confidence: 99%

Formative Assessment: Improving Learning for Every Child

Green,

García-Millán,

Lucendo-Noriega

2022

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Formative assessment is a powerful way to enhance student learning. All types of assessments form important aspects of the learning process. However, formative assessment provides a particular way of evaluating student learning as part of the learning process. The aim of formative assessment is to evaluate students’ learning in a way that promotes the developmental aspects of learning and teaching. In this report we take a look at the research behind formative assessment and highlight 14 innovations working to promote it globally.

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Parents’ beliefs about assessment: A conceptual framework and findings from Finnish basic education

Cited by 7 publications

References 20 publications

Coyuntura de la Carrera Educación Básica en la Universidad Estatal de Bolívar

Coyuntura de la Carrera Educación Básica en la Universidad Estatal de Bolívar

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

Formative Assessment: Improving Learning for Every Child

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