Search results for: Siegel Marcelle A.
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This study examines the development of preservice secondary science teachers’ understanding about equitable assessments (EA) as a result of instruction during a methods course and their subsequent use of EA, while planning a science unit without prompting. The author concludes that preservice teachers gained in the following domains of knowledge introduced earlier: (1) knowledge and beliefs about diverse learners, (2) knowledge and beliefs about EA strategies, and (3) skills in modifying assessments for English language learners. They displayed relevant knowledge, but did not enact it as well when it came to planning units.
Updated: Sep. 12, 2016
The current study explored the assessment literacy of 11 secondary preservice teachers. The authors examined how the preservice teachers understood assessment tools as well as their reasons for using assessment. Furthermore, the authors investigated how the preservice teachers incorporated assessments into inquiry-based science units. Findings reveal that preservice teachers understood several ways to use assessment for learning. However, the inclusion of assessments contained within the science units did not fully align with the views of assessment the preservice teachers presented in their teaching philosophies or journals.
Updated: Jan. 28, 2013