Magaji, A. and Ade-Ojo, G. ORCID: 0000-0002-1098-0765 (2023) Trainee teachers’ classroom assessment practices: Towards evaluating trainee teachers’ learning experience in a teacher education program. Social Sciences & Humanities Open, 7 (1):100467. ISSN 2590-2911 (Online) (doi:https://doi.org/10.1016/j.ssaho.2023.100467)

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Abstract

This study investigated the extent to which trainee teachers’ assessment competence and literacy prepare them for supporting students’ learning and how trainee teachers’ previous experience impacts their assessment practices. Data collected through interviews and questionnaires were subjected to factor analysis and identified four areas that can illuminate how trainees promote assessment. It also revealed that combining both new and existing experiences can help trainees to reflect on their practice and develop their assessment competence and
literacy and suggested a restructuring of the contents and structure of assessment beyond what is provided to the
trainees.

Item Type:	Article
Uncontrolled Keywords:	assessment competence, assessment literacy, formative assessment, assessment for learning, self-reflection
Subjects:	L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning
Last Modified:	24 Apr 2023 09:28
URI:	http://gala.gre.ac.uk/id/eprint/41716

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