Initial knowledge states about assessment

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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
    Original languageEnglish
    Pages (from-to)523-535
    Number of pages12
    JournalTeaching and Teacher Education
    Volume20
    Issue number5
    DOIs
    Publication statusPublished - 15 Jun 2004

    Keywords

    • educational assessment
    • knowledge of assessment
    • teacher education
    • primary education

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