Initial knowledge states about assessment

Maclellan, Effie (2004) Initial knowledge states about assessment. Teaching and Teacher Education, 20 (5). pp. 523-535. ISSN 0742-051X (https://doi.org/10.1016/j.tate.2004.04.008)

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Abstract

To describe their knowledge of assessment, specifically prepared scripts from 30 novice teachers were content analysed. Knowledge of the formative-summative mode was evident in all scripts but the connections made between this mode of assessment and the other principles of assessment were not well developed. Knowledge of assessment methods was scant. In discussing the importance of enabling novice teachers to make autonomous professional judgements about pupils' learning, attention is drawn to the importance of reading and the authenticity of the tasks with which teachers-in-preparation are expected to engage

ORCID iDs

Maclellan, Effie ORCID: https://orcid.org/0000-0002-5171-0921

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  Item type:	Article
  ID code:	5511
  Dates:	Date Event 15 June 2004 Published
  Keywords:	educational assessment, knowledge of assessment, teacher education, primary education, Theory and practice of education, Higher Education, Education
  Subjects:	Education > Theory and practice of education Education > Theory and practice of education > Higher Education
  Department:	Faculty of Education > Educational and Professional Studies
  Depositing user:	Prof Effie Maclellan
  Date deposited:	24 Feb 2008
  Last modified:	30 Nov 2022 02:02
  URI:	https://strathprints.strath.ac.uk/id/eprint/5511