Stakeholders' perspectives of the nature and role of assessment during practicum
Author(s)
Allen, Jeanne Maree
Griffith University Author(s)
Year published
2011
Metadata
Show full item recordAbstract
This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory–practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment.This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory–practice gap commonly associated with “front-end loading” programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students’ experiences of assessment.
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Journal Title
Teaching and Teacher Education: an international journal of research and studies
Volume
27
Issue
4
Subject
Education systems
Curriculum and pedagogy
Specialist studies in education
Specialist studies in education not elsewhere classified