Shaping the assessors of tomorrow: how practicum experiences develop assessment literacy in secondary education pre-service teachers
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2024-12
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Elsevier Ltd
Resumen
This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.
Palabras clave
Assessment
Assessment conceptions
Assessment literacy
Formative assessment
Practicum
Teacher education
Assessment conceptions
Assessment literacy
Formative assessment
Practicum
Teacher education
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Materias
Cita
Pardo, R., García-Pérez, D., & Panadero, E. (2024). Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers. Teaching and Teacher Education, 152. https://doi.org/10.1016/J.TATE.2024.104798