Preparing for the Plunge: Preservice Teachers’ Assessment Literacy

Siegel, Marcelle A.; Wissehr, Cathy

doi:10.1007/s10972-011-9231-6

Cited by 95 publications

(82 citation statements)

References 12 publications

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“…Bunun yanında öğretmen adaylarına eğitimleri sırasında uygulamalı olarak öğrenci başarısını olumlu etkileyen başarılı ölçme-değerlendirme örnekleri verilmesinin, öğretmen adaylarının ölçme-değerlendirme sürecinde modern bir algıya sahip olmalarını sağladığı belirtilmektedir (Mertler, 2003;Siegel & Wissehr, 2011).…”

Section: öLçme-değerlendirme Algısıunclassified

Fen Bilgisi Öğretmen Adaylarının Sınıf İçi Ölçme- Değerlendirme Algıları

İzci¹,

Şardağ²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-This study aims to illustrate preservice science teachers' perceptions of classroom assessment and to discuss their alignment with our modern understanding of assessment, which aims to support learning. Mixed method design, both quantitative and qualitative methods, was employed. In order to achieve these aims, two instrumentations were used: quantitative data was collected by 'The Teachers' Perceptions of Assessment Scale' and qualitative data was collected by semi-structured interview. This research was conducted among 262 teachers. The quantitative data collected was analyzed with Confirmatory Factor Analysis, Independent Samples t Test, and One Way Anova. Content analysis was also employed for qualitative data collected from 18 participants. The results showed that most of the participants perceived assessment as a way to make students accountable; to check schools and teachers for their responsibilities and to support instruction. Instead, some participants perceived it as an unnecessary activity.

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Section: öLçme-değerlendirme Algısıunclassified

Fen Bilgisi Öğretmen Adaylarının Sınıf İçi Ölçme- Değerlendirme Algıları

İzci¹,

Şardağ²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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“…Upaya membangun keyakinan, pengetahuan dan literasi guru tentang penilaian akan lebih tertanam ketika masih berada pada periode pendidikan di perguruan tinggi (Siegel & Wissehr, 2011;Volante & Fazio, 2007). Calon guru perlu mendapat kesempatan untuk mengaplikasikan teori yang diperoleh untuk mengembangkan keahlian dan pengetahuan mereka.…”

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Perbaikan Instruksional Dalam Implementasi Assessment-Based Learning Di Kelas Matematika

Purnomo

2016

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Keywords: assessment-based learning, lesson study, mathematics learning, pre-service elementary school teachers, instructional practices PENDAHULUAN Secara garis besar, penelitian pendidikan matematika pada umumnya mengarah pada bagaimana cara terbaik untuk meningkatkan hasil belajar siswa dan mengantarkan mereka untuk belajar dengan pemahaman. Namun demikian, saran hasil penelitian belum terlihat sepenuhnya pada proses belajar dan mengajar di kelas. Kecenderungan praktik mengajar yang saat ini masih dipertahankan adalah praktik yang lebih berorientasi pada performa dan hasil. Hal ini dapat dibuktikan dengan melihat persiapan sekolahsekolah dalam menghadapi ujian nasional, ujian semester, dan ujian-ujian tertentu. Salah satu ciri Abstrak: Tujuan penelitian untuk mengidentifikasi perbaikan instruksional calon guru lewat implementasi assessment-based learning pada pembelajaran matematika di sekolah dasar. Penelitian dilakukan dengan participatory action research yang dan prosedur lesson study. Subjek penelitian adalah lima calon guru sekolah dasar yang sedang praktik pengalaman lapangan di sekolah dasar di Jakarta Timur. Data dikumpulkan lewat pengamatan, wawancara, dokumentasi, dan jurnal, sedang analisis data dilaksanakan secara deskriptif kualitatif. Hasil penelitian menemukan bahwa secara kolaboratif, calon guru berupaya untuk memodifikasi praktik dan meningkatkan perhatian terhadap pertanyaan terbuka dan penilaian sejawat. Perbaikan instruksional terjadi bersamaan dengan perbaikan implementasi assessment-based learning. Calon guru lebih dapat memaksimalkan umpan balik sebagai cara untuk mengakses perkembangan belajar siswa secara lebih komprehensif dan melakukan perbaikan instruksional. Kegiatan lesson study memberikan umpan balik secara langsung kepada calon guru untuk melakukan refleksi diri dan mendapat masukan dari teman sejawat.Abstract:The purpose of this study is to identify the instructional improvement of pre-service teachers in implementing assessment-based learning (ABL) in the mathematics learning at elementary school. This study employed participatory action research by adopting lesson study procedures. The subject was five pre-service elementary school teachers engaged early field experiences in one of the elementary schools in East Jakarta in the 2015/2016 academic year. The data were collected from the written response of the two independent observers, video recordings, interviews, student worksheets, and journal notes both student and teacher. The coding was done to identify the indicators of potential changes in the instructional practices. The study indicates that (1) pre-service teachers collaboratively sought to modify their practices and improve their attention to open-ended questions and peer-assessment as the elements of ABL; (2) instructional improvements occurred when they attempted to take corrective action in the ABL. This suggests that the pre-service teachers can maximize feedback as the way to make instructional improvements. The study also identifies some of the advantages gene...

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“…Furthermore Knowledge about a variety of assessment types allows teachers to select the most appropriate and effective instruments to meet their learning objectives (Siegel and Wissehr, 2011).…”

mentioning

confidence: 99%

“…Understanding the advantages and disadvantages of assessment types is a critical skill for teachers to develop (Siegel and Wissehr, 2011), because a teacher with assessment literacy can interpret assessment data, communicate with students about the status of their understanding, and employ this information to set short-and long-term learning goals (Gottheiner and Siegel, 2012). It is clear that advantages and disadvantages of various assessments must be weighed against both teaching methodologies and desired outcomes (Sundberg, 2002).…”

mentioning

confidence: 99%

“…There may be different reasons for teacher to assess the learners, but it is clear that teachers -approach assessment based on their view of learning and that teachers require the ability to interpret assessment results and adapt instruction‖ (Abell and Siegel 2011;Siegel and Wissehr, 2011). Newfields (2006) argues that assessment literacy is important due to three reasons.…”

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confidence: 99%

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Importance of Teachers’ Assessment Literacy

Bayat¹,

Rezaei²

2015

IJELE

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Assessment of student is one of the most important responsibilities of teachers, because the quality of teaching in classroom is closely associated with the quality of the applied assessment. Hence it is essential for teachers to possess assessment literacy. Assessment literacy is important because it helps teachers to perceive, analyze and use data on student performance to improve teaching. Stakeholders are influenced by language tests, therefore; being assessment literate is more vital for them, because assessment illiteracy results in inaccurate assessment and consequently the purposes of assessment could not be fulfilled. It is necessary for teachers to develop language assessment literacy to prevent serious consequences for teachers and students.

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Preparing for the Plunge: Preservice Teachers’ Assessment Literacy

Cited by 95 publications

References 12 publications

Fen Bilgisi Öğretmen Adaylarının Sınıf İçi Ölçme- Değerlendirme Algıları

Fen Bilgisi Öğretmen Adaylarının Sınıf İçi Ölçme- Değerlendirme Algıları

Perbaikan Instruksional Dalam Implementasi Assessment-Based Learning Di Kelas Matematika

Importance of Teachers’ Assessment Literacy

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