How do preservice teacher education students move from novice to expert assessors?

Journal article

Grainger, Peter and Adie, Lenore. (2014). How do preservice teacher education students move from novice to expert assessors? Australian Journal of Teacher Education (online version). 39(7), pp. 89 - 105. https://doi.org/10.14221/ajte.2014v39n7.9
AuthorsGrainger, Peter and Adie, Lenore
Abstract

Despite the acknowledged importance of assessment in education, there has been minimal research into the preparation of preservice teachers for the important role of involving preservice teachers in marking, grading, moderating and providing feedback on student work. This article reports on a pilot project in which preservice teachers participated in an ongoing peer assessment and social moderation process in a dedicated course on assessment. The purpose of the project was to investigate specific ways in which key assessment processes can be effectively taught to preservice teachers. The research involved 96 preservice teachers who completed a Likert scale survey and free text responses to set questions. The results indicated that while preservice teachers valued the process, continual opportunities to learn the nature and purpose of essential assessment practices related to marking, grading, moderating and providing feedback are necessary to graduate competent and work-ready assessors.

Year2014
JournalAustralian Journal of Teacher Education (online version)
Journal citation39 (7), pp. 89 - 105
ISSN1835-517X
Digital Object Identifier (DOI)https://doi.org/10.14221/ajte.2014v39n7.9
Page range89 - 105
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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File Access Level
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