Preservice teachers’ assessment knowledge: Do teaching experiences make a difference?
Keywords:
Assessment knowledge, preservice teacher, selecting assessment method, crafting assessment taskAbstract
This study aimed to statistically compare preservice teachers’ assessment knowledge in crafting assessment task and selecting assessment method in relation to their teaching experience. This study involved 397 preservice teachers’ who were final year undergraduate students in a local university. The instrument of data collection consisted of eight superitems test. Data collected was analysed by using statistical method (SPSS version 22.0). The result showed that preservice teachers for all categories of teaching experience performed better in the selecting assessment method than crafting assessment task. However, there was no significant differences existed between the three categories of teaching experience of preservice teachers for both standards of assessment knowledge assessed.
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References
Campbell, C., Murphy, J. A., & Holt, J. K. (2002) Psychometric analysis of an assessment literacy instrument: applicability to preservice teachers. Paper presented at the Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH, October.
Calfee, R. C., & Masuda, W. V. (1997). Classroom assessment as inquiry. In G. D. Phye (Ed.). Handbook of classroom assessment: Learning, adjustment, and achievement. NY: Academic Press.
Cizek, G. J. (1997). Learning, achievement, and assessment: Constructs at a crossroads. In G. D. Phye (Ed.) Handbook of classroom assessment: Learning, adjustment, and achievement. NY: Academic Press.
Collis, K. F., Romberg, T. A., & Jurdak, M. E. (1986). A technique for assessing mathematical problem-solving ability. Journal for Research in Mathematics Education, 17(3), 206-221.
Graham, P. (2005). Classroom‐based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21, 607‐21.
Goh, P. S. C., & Wong, K. T. (2015). Exploring the challenges for teacher educators. Journal of Research, Policy & Practice of Teachers & Teacher Education, 5(1), 37-45.
Kahl, S., Hofman, P., & Bryant, S. (2013). Assessment literacy standards and performance measures for teacher candidates and practicing teachers. Retrieved June 03, 2016, from
caepnet.org/~/media/Files/caep/standards/assessment-literacy-in-teacherpreparati.pdf.
Lam, P., & Foong, Y. Y. (1998). Assessment of mathematics structure of learning outcome proficiency attainment level using hierarchical items in testlets. Educational Research Quarterly, 27(2), 3-15.
McMillan, J. H. (2001). Essential assessment concepts for teachers and administrators. Thousand Oaks, CA: Corwin Publishing Company.
Mohamad Termizi, B. (2014). A review of the impact of PBL on pre-service teachers’ Learning. Journal of Research, Policy & Practice of Teachers & Teacher Education, 4(1), 5-14.
Nitko, A., & Brookhart, S. (2014). Educational assessment of students (6th. Ed.). Harlow: Pearson Education Limited.
Popham, W. J. (2003). Seeking redemption for our psychometric sins. Educational Measurement: Issues and Practice, 22(1), 45-48.
Popham, W. J. (2009). Assessment Literacy for Teachers: Faddish or Fundamental? Theory Into Practice, 48, 4-11.
Rohaya & Mohd Najid (2008). Pembinaan dan Pengesahan Instrumen bagi Mengukur Tahap Literasi Pentaksiran Guru Sekolah Menengah di Malaysia. Retrieved May 10, 2016, from
http://eprints.utm.my/7906/1/EDUPRES_%28F2%29_10.pdf
Romberg, T. A. (2004). Standard-based mathematics assessment in middle school: Rethinking classroom practice. New York: Teachers College Press.
Rudner, L. & Schafer, W. (2002). What Teachers Need to Know About Assessment. Washington, DC: National Education Association.
Stiggins, R. J. (2000). Classroom assessment: A history of neglect, a future of immense potential. Paper presented at the Annual Meeting of the American Educational Research Association.
Stiggins, R., Arter, J., Chappuis, J. and Chappuis, S. (2004). Classroom assessment for student learning: Doing it right-using it well. Retrieved May 30, 2016, from
http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_stiggins.pdf
Suah, S. L. (2012). Analisis model literasi dan amalan pentaksiran guru sekolah serta kajian tentang jurang antara keduanya [Analysis of assessment literacy and practice school teacher and study of the gap between them]. Unpublished doctoral thesis, Universiti Sains Malaysia, Penang.
Volante, L., & Fazio. X. (2007). Exploring teacher candidates’ assessment literacy: implications for teacher education reform and professional development. Canadian Journal of Education, 30, (3), 749‐770.
Wilson, M., & Iventosch, L. (1988). Using the partial credit model to investigate responses to structured subtest. Applied Measurement in Education, 1(4), 319-334.
Calfee, R. C., & Masuda, W. V. (1997). Classroom assessment as inquiry. In G. D. Phye (Ed.). Handbook of classroom assessment: Learning, adjustment, and achievement. NY: Academic Press.
Cizek, G. J. (1997). Learning, achievement, and assessment: Constructs at a crossroads. In G. D. Phye (Ed.) Handbook of classroom assessment: Learning, adjustment, and achievement. NY: Academic Press.
Collis, K. F., Romberg, T. A., & Jurdak, M. E. (1986). A technique for assessing mathematical problem-solving ability. Journal for Research in Mathematics Education, 17(3), 206-221.
Graham, P. (2005). Classroom‐based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21, 607‐21.
Goh, P. S. C., & Wong, K. T. (2015). Exploring the challenges for teacher educators. Journal of Research, Policy & Practice of Teachers & Teacher Education, 5(1), 37-45.
Kahl, S., Hofman, P., & Bryant, S. (2013). Assessment literacy standards and performance measures for teacher candidates and practicing teachers. Retrieved June 03, 2016, from
caepnet.org/~/media/Files/caep/standards/assessment-literacy-in-teacherpreparati.pdf.
Lam, P., & Foong, Y. Y. (1998). Assessment of mathematics structure of learning outcome proficiency attainment level using hierarchical items in testlets. Educational Research Quarterly, 27(2), 3-15.
McMillan, J. H. (2001). Essential assessment concepts for teachers and administrators. Thousand Oaks, CA: Corwin Publishing Company.
Mohamad Termizi, B. (2014). A review of the impact of PBL on pre-service teachers’ Learning. Journal of Research, Policy & Practice of Teachers & Teacher Education, 4(1), 5-14.
Nitko, A., & Brookhart, S. (2014). Educational assessment of students (6th. Ed.). Harlow: Pearson Education Limited.
Popham, W. J. (2003). Seeking redemption for our psychometric sins. Educational Measurement: Issues and Practice, 22(1), 45-48.
Popham, W. J. (2009). Assessment Literacy for Teachers: Faddish or Fundamental? Theory Into Practice, 48, 4-11.
Rohaya & Mohd Najid (2008). Pembinaan dan Pengesahan Instrumen bagi Mengukur Tahap Literasi Pentaksiran Guru Sekolah Menengah di Malaysia. Retrieved May 10, 2016, from
http://eprints.utm.my/7906/1/EDUPRES_%28F2%29_10.pdf
Romberg, T. A. (2004). Standard-based mathematics assessment in middle school: Rethinking classroom practice. New York: Teachers College Press.
Rudner, L. & Schafer, W. (2002). What Teachers Need to Know About Assessment. Washington, DC: National Education Association.
Stiggins, R. J. (2000). Classroom assessment: A history of neglect, a future of immense potential. Paper presented at the Annual Meeting of the American Educational Research Association.
Stiggins, R., Arter, J., Chappuis, J. and Chappuis, S. (2004). Classroom assessment for student learning: Doing it right-using it well. Retrieved May 30, 2016, from
http://www-tc.pbs.org/teacherline/courses/inst325/docs/inst325_stiggins.pdf
Suah, S. L. (2012). Analisis model literasi dan amalan pentaksiran guru sekolah serta kajian tentang jurang antara keduanya [Analysis of assessment literacy and practice school teacher and study of the gap between them]. Unpublished doctoral thesis, Universiti Sains Malaysia, Penang.
Volante, L., & Fazio. X. (2007). Exploring teacher candidates’ assessment literacy: implications for teacher education reform and professional development. Canadian Journal of Education, 30, (3), 749‐770.
Wilson, M., & Iventosch, L. (1988). Using the partial credit model to investigate responses to structured subtest. Applied Measurement in Education, 1(4), 319-334.
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Published
2016-12-05
How to Cite
Lian, L. H., Yew, W. T., & Meng, C. C. (2016). Preservice teachers’ assessment knowledge: Do teaching experiences make a difference?. Journal of Research, Policy & Practice of Teachers and Teacher Education, 6(2), 16–22. Retrieved from https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/222
