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

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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

    Creators(s): Maclellan, Effie ORCID logoORCID: https://orcid.org/0000-0002-5171-0921;
    Item type:Article
    ID code:5511
    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:12 Feb 2021 03:37
    URI:https://strathprints.strath.ac.uk/id/eprint/5511
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