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ERIC Number: EJ1428358
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: EISSN-1469-5928
Assessment Conceptions of Finnish Pre-Service Teachers
Minna Kyttälä; Piia Maria Björn; Milla Rantamäki; Sami Lehesvuori; Vesa Närhi; Mikko Aro; Marja-Kristiina Lerkkanen
European Journal of Teacher Education, v47 n3 p529-547 2024
The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and learning and 3) assessment as a harmful action. These main factors were clustered into three assessment conception profiles -- assessment-cautious, assessment-positive and assessment-critical. Pre-service special needs teachers showed more assessment-oriented conceptions emphasising both the assessment of learning and assessment for learning than the other pre-service teacher groups. However, within every pre-service teacher group, the existing assessment conceptions varied from assessment-positive to assessment-cautious and even assessment-critical. The results are discussed to suggest development in teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A