Journal article
How do Pre service Teacher Education students Move From Novice to Expert Assessors?
Australian Journal of Teacher Education, Vol.39(7), pp.89-105
2014
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.
Details
- Title
- How do Pre service Teacher Education students Move From Novice to Expert Assessors?
- Authors
- Peter R Grainger (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringL Adie (Author) - Queensland University of Technology
- Publication details
- Australian Journal of Teacher Education, Vol.39(7), pp.89-105
- Publisher
- Edith Cowan University
- Date published
- 2014
- DOI
- 10.14221/ajte.2014v39n7.9
- ISSN
- 1835-517X
- Copyright note
- Copyright © 2014 The Author/s. Reproduced with permission.
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99448952402621
- Output Type
- Journal article
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