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PRE-SERVICE TEACHERS’ APPROACHES TO CLASSROOM ASSESSMENT
Corresponding Author(s) : Kothai Nayagi N
Humanities & Social Sciences Reviews,
Vol. 8 No. 1 (2020): January
Abstract
Purpose of the study: The purpose of this study is to investigate the pre-service teachers’ understanding of assessment concepts and their approaches to classroom assessment. The relationship between their approaches and confidence in classroom assessment was also established.
Methodology: A survey method was used to study the pre-service teachers’ approaches to classroom assessment. One thirty-one second-year pre-service teachers from the University of Delhi, India participated in this study. A modified instrument namely ‘Approaches to Classroom Assessment Inventory (ACAI)’ which consists of two parts was employed Simple t-test, correlation and factor analysis methods were used to analyze the data.
Main Findings: Results showed that the pre-service teachers had a better understanding of three out of five issues which include assessment purpose, measurement theory, and confidence in monitoring the assessment. However, the study found that they have an inadequate understanding of assessment design and assessment practices. Furthermore, the correlation between their approach and their confidence was very low and non-significant. The results are discussed in the context of the assessment curriculum and its transaction at the secondary teacher education program.
Implication /Applications of this study: Understanding of what pre-service teachers think about assessment issues within the current educational context helps in preparing them as better teachers. The study may provide some evidence for policymakers and curriculum framers [developers] that the importance of practical aspects of assessment in the secondary teacher education curriculum.
Novelty/Originality of this study: No study has been done so far on the different aspects of assessment approaches and its issues at pre-service teacher’s level in India.
Keywords
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- Alkharusi, H., Kazem, A. M., & Al-Musawai, A. (2011). Knowledge, skills, and attitudes of pre-service and in-service teachers in educational measurement. Asia-Pacific Journal of Teacher Education, 39(2), 113-123. https://doi.org/10.1080/1359866X.2011.560649 DOI: https://doi.org/10.1080/1359866X.2011.560649
- Abbott, Amy L. (2016). Alternative assessment and accountability: A case study of policy reform and teacher practice at the district level (Doctoral dissertation).
- Bachor, D. G., & Baer, M. R. (2001). An examination of preservice teachers' simulated classroom assessment practices. Alberta Journal of Educational Research, 47(3), 244-258.
- Beziat, T. L. R., & Coleman, B. K. (2015). Classroom assessment literacy: Evaluating pre-service teachers. The Researcher, 27(1), 25-30.
- Brown, G. T. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education, 11(3), 301-318. https://doi.org/10.1080/0969594042000304609 DOI: https://doi.org/10.1080/0969594042000304609
- Brown, G. T., Hui, S. K., Yu, F. W. M. & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5), 307-320. https://doi.org/10.1016/j.ijer.2011.10.003 DOI: https://doi.org/10.1016/j.ijer.2011.10.003
- Brown, G. T., &Remesal, A. (2012). Prospective teachers' conceptions of assessment: A cross-cultural comparison. The Spanish Journal of Psychology, 15(1), 75-89. https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37286 DOI: https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37286
- Coombs, A. (2017). Teacher educators’ approaches to assessment (Master’s thesis). Retrieved from ProQuest Dissertations & Theses database. (UMI No. 10644993)
- Coombs. A., C. Deluca., D. L. McEwan., &Chalas. A. (2018). Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education, 71, 134-144. https://doi.org/10.1016/j.tate.2017.12.010 DOI: https://doi.org/10.1016/j.tate.2017.12.010
- Cowan, E. M. (2009). Implementing formative assessment: Student teachers’ experience on placement. Teacher Development, 13(1), 71-84. https://doi.org/10.1080/13664530902858519 DOI: https://doi.org/10.1080/13664530902858519
- Davidheiser, S. A. (2013). Identifying areas for high school teacher development: A study of assessment literacy in the Central Bucks School District. (Unpublished doctoral thesis).The Drexel University.
- DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates' learning. Assessment in Education: Principles, Policy & Practice, 17, 419-438. https://doi.org/10.1080/0969594X.2010.516643 DOI: https://doi.org/10.1080/0969594X.2010.516643
- DeLuca, C., LaPointe-McEwan, D., &Luhanga, U. (2016a). Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy. Educational Assessment, 21(4), 248-266. https://doi.org/10.1080/10627197.2016.1236677 DOI: https://doi.org/10.1080/10627197.2016.1236677
- DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., &Luhanga, U. (2016b). Teachers’ approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles, Policy & Practice, 1-21. https://doi.org/10.1080/0969594X.2016.1244514 DOI: https://doi.org/10.1080/0969594X.2016.1244514
- Deneen& Brown (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3. https://doi.org/10.1080/2331186X.2016.1225380 DOI: https://doi.org/10.1080/2331186X.2016.1225380
- Gotch, C. M., & French, B. F. (2013). Elementary teachers' knowledge and self-Efficacy for measurement concepts. The Teacher Educator, 48(1), 46-57. https://doi.org/10.1080/08878730.2012.740150 DOI: https://doi.org/10.1080/08878730.2012.740150
- Graham, P. (2005). Classroom-based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21, 607-621. https://doi.org/10.1016/j.tate.2005.05.001 DOI: https://doi.org/10.1016/j.tate.2005.05.001
- Harris, L. R., & Brown, G. T. (2009). The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice, 16(3), 365-381. https://doi.org/10.1080/09695940903319745 DOI: https://doi.org/10.1080/09695940903319745
- Hirschfeld, G. H., & Brown, G. T. (2009). Students’ conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity. European Journal of Psychological Assessment, 25(1), 30-38. https://doi.org/10.1027/1015-5759.25.1.30 DOI: https://doi.org/10.1027/1015-5759.25.1.30
- Izci, K. &Caliskan, G. (2017). Development of prospective teachers conceptions of assessment and choices of assessment tasks. International Journal of Research in Education and Science (IJRES), 3(2), 464-474. ttps://doi.org/10.21890/ijres.327906 DOI: https://doi.org/10.21890/ijres.327906
- Klenowski, V. (2009). Australian Indigenous students: Addressing equity issues in assessment. Teaching Education, 20(1), 77-93. https://doi.org/10.1080/10476210802681741 DOI: https://doi.org/10.1080/10476210802681741
- King, J. D. (2010). Criterion-referenced assessment literacy of educators. (Unpublished doctoral thesis).The University of Southern Mississippi.
- MacLellan, E. (2004). Initial knowledge states about assessment: Novice teachers' conceptualizations. Teaching and Teacher Education, 20, 523-535. https://doi.org/10.1016/j.tate.2004.04.008 DOI: https://doi.org/10.1016/j.tate.2004.04.008
- Mertler, C. A. (2003, October). Pre-service versus in-service teachers’ assessment literacy: Does classroom experience make a difference?Paper presented at the annual meeting of the Mid- Western Educational Research Association, Columbus, Ohio.
- Mertler, C. A. (2004). Secondary teachers' assessment literacy: Does classroom experience make a difference? American Secondary Education, 33(1), 49-64.
- Mertler, C. A. & Campbell, C. (2005, April). Measuring teachers' knowledge & application of classroom assessment concepts: Development of the “Assessment Literacy Inventory". Paper presented at the annual meeting of the American Educational Research Association, Montréal, Quebec, Canada.
- National Council of Educational Research and Training. (2005). National Curriculum Framework 2005. New Delhi: NCERT. National Council for Teacher Education. (2014). Norms and Standards for bachelor of education programme leading to the Bachelor of Education (B.Ed.) Degree.
- National Council for Teacher Education. (2009). National Curriculum for Teacher Education: Towards Preparing Professional and Humane Teacher. New Delhi: National Council for Teacher Education.
- Volante, L., & Fazio, X. (2007). Exploring teacher candidates' assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education, 30(3), 749-770. https://doi.org/10.2307/20466661 DOI: https://doi.org/10.2307/20466661
- Willis, J., Adie, L. &Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40(2), 241-256. https://doi.org/10.1007/s13384-013-0089-9 DOI: https://doi.org/10.1007/s13384-013-0089-9
References
Alkharusi, H., Kazem, A. M., & Al-Musawai, A. (2011). Knowledge, skills, and attitudes of pre-service and in-service teachers in educational measurement. Asia-Pacific Journal of Teacher Education, 39(2), 113-123. https://doi.org/10.1080/1359866X.2011.560649 DOI: https://doi.org/10.1080/1359866X.2011.560649
Abbott, Amy L. (2016). Alternative assessment and accountability: A case study of policy reform and teacher practice at the district level (Doctoral dissertation).
Bachor, D. G., & Baer, M. R. (2001). An examination of preservice teachers' simulated classroom assessment practices. Alberta Journal of Educational Research, 47(3), 244-258.
Beziat, T. L. R., & Coleman, B. K. (2015). Classroom assessment literacy: Evaluating pre-service teachers. The Researcher, 27(1), 25-30.
Brown, G. T. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education, 11(3), 301-318. https://doi.org/10.1080/0969594042000304609 DOI: https://doi.org/10.1080/0969594042000304609
Brown, G. T., Hui, S. K., Yu, F. W. M. & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5), 307-320. https://doi.org/10.1016/j.ijer.2011.10.003 DOI: https://doi.org/10.1016/j.ijer.2011.10.003
Brown, G. T., &Remesal, A. (2012). Prospective teachers' conceptions of assessment: A cross-cultural comparison. The Spanish Journal of Psychology, 15(1), 75-89. https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37286 DOI: https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37286
Coombs, A. (2017). Teacher educators’ approaches to assessment (Master’s thesis). Retrieved from ProQuest Dissertations & Theses database. (UMI No. 10644993)
Coombs. A., C. Deluca., D. L. McEwan., &Chalas. A. (2018). Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education, 71, 134-144. https://doi.org/10.1016/j.tate.2017.12.010 DOI: https://doi.org/10.1016/j.tate.2017.12.010
Cowan, E. M. (2009). Implementing formative assessment: Student teachers’ experience on placement. Teacher Development, 13(1), 71-84. https://doi.org/10.1080/13664530902858519 DOI: https://doi.org/10.1080/13664530902858519
Davidheiser, S. A. (2013). Identifying areas for high school teacher development: A study of assessment literacy in the Central Bucks School District. (Unpublished doctoral thesis).The Drexel University.
DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates' learning. Assessment in Education: Principles, Policy & Practice, 17, 419-438. https://doi.org/10.1080/0969594X.2010.516643 DOI: https://doi.org/10.1080/0969594X.2010.516643
DeLuca, C., LaPointe-McEwan, D., &Luhanga, U. (2016a). Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy. Educational Assessment, 21(4), 248-266. https://doi.org/10.1080/10627197.2016.1236677 DOI: https://doi.org/10.1080/10627197.2016.1236677
DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., &Luhanga, U. (2016b). Teachers’ approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles, Policy & Practice, 1-21. https://doi.org/10.1080/0969594X.2016.1244514 DOI: https://doi.org/10.1080/0969594X.2016.1244514
Deneen& Brown (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3. https://doi.org/10.1080/2331186X.2016.1225380 DOI: https://doi.org/10.1080/2331186X.2016.1225380
Gotch, C. M., & French, B. F. (2013). Elementary teachers' knowledge and self-Efficacy for measurement concepts. The Teacher Educator, 48(1), 46-57. https://doi.org/10.1080/08878730.2012.740150 DOI: https://doi.org/10.1080/08878730.2012.740150
Graham, P. (2005). Classroom-based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21, 607-621. https://doi.org/10.1016/j.tate.2005.05.001 DOI: https://doi.org/10.1016/j.tate.2005.05.001
Harris, L. R., & Brown, G. T. (2009). The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice, 16(3), 365-381. https://doi.org/10.1080/09695940903319745 DOI: https://doi.org/10.1080/09695940903319745
Hirschfeld, G. H., & Brown, G. T. (2009). Students’ conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity. European Journal of Psychological Assessment, 25(1), 30-38. https://doi.org/10.1027/1015-5759.25.1.30 DOI: https://doi.org/10.1027/1015-5759.25.1.30
Izci, K. &Caliskan, G. (2017). Development of prospective teachers conceptions of assessment and choices of assessment tasks. International Journal of Research in Education and Science (IJRES), 3(2), 464-474. ttps://doi.org/10.21890/ijres.327906 DOI: https://doi.org/10.21890/ijres.327906
Klenowski, V. (2009). Australian Indigenous students: Addressing equity issues in assessment. Teaching Education, 20(1), 77-93. https://doi.org/10.1080/10476210802681741 DOI: https://doi.org/10.1080/10476210802681741
King, J. D. (2010). Criterion-referenced assessment literacy of educators. (Unpublished doctoral thesis).The University of Southern Mississippi.
MacLellan, E. (2004). Initial knowledge states about assessment: Novice teachers' conceptualizations. Teaching and Teacher Education, 20, 523-535. https://doi.org/10.1016/j.tate.2004.04.008 DOI: https://doi.org/10.1016/j.tate.2004.04.008
Mertler, C. A. (2003, October). Pre-service versus in-service teachers’ assessment literacy: Does classroom experience make a difference?Paper presented at the annual meeting of the Mid- Western Educational Research Association, Columbus, Ohio.
Mertler, C. A. (2004). Secondary teachers' assessment literacy: Does classroom experience make a difference? American Secondary Education, 33(1), 49-64.
Mertler, C. A. & Campbell, C. (2005, April). Measuring teachers' knowledge & application of classroom assessment concepts: Development of the “Assessment Literacy Inventory". Paper presented at the annual meeting of the American Educational Research Association, Montréal, Quebec, Canada.
National Council of Educational Research and Training. (2005). National Curriculum Framework 2005. New Delhi: NCERT. National Council for Teacher Education. (2014). Norms and Standards for bachelor of education programme leading to the Bachelor of Education (B.Ed.) Degree.
National Council for Teacher Education. (2009). National Curriculum for Teacher Education: Towards Preparing Professional and Humane Teacher. New Delhi: National Council for Teacher Education.
Volante, L., & Fazio, X. (2007). Exploring teacher candidates' assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education, 30(3), 749-770. https://doi.org/10.2307/20466661 DOI: https://doi.org/10.2307/20466661
Willis, J., Adie, L. &Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40(2), 241-256. https://doi.org/10.1007/s13384-013-0089-9 DOI: https://doi.org/10.1007/s13384-013-0089-9