Osmangazi Journal of Educational Research
Yazarlar: ["Gülnur ÖZDİL", "Ahmet KAÇAR"]
Konular:-
Anahtar Kelimeler:Pre-service math teacher,Assessment,Teacher training
Özet: Assessment is one of the factors enabling education programs to reach their aims. Assessment knowledge and skills are among the professional competencies teachers should have. There are assessment courses in the programs of the education faculties aiming to train teachers equipped with professional skills. The aim of this study is to reveal about pre-service teachers having taken the assessment course the importance they attach to the field of assessment, the concepts, methods and techniques they find important in this field, their perceptions of self-efficacy, how they relate the mathematics course with assessment, and their observations on the practices made during their internship experience. Using the case study, a qualitative research method, semi-structured individual and focus group interviews were conducted with eight pre-service teachers. The data were analyzed using descriptive analysis method by dividing into codes and categories. In the light of the findings, it can be said most of the pre-service teachers consider the field of assessment important, but they do not feel sufficient in this field. It has been determined they have recalled generally traditional techniques of the assessment methods; moreover, it has also been determined they superficially touch on the basic concepts of assessment such as validity and reliability. Pre-service teachers have stated they mostly examined national and international exam questions in the lessons in the lessons they taught and studied on preparing such items. They have stated they mostly observed oral and multiple-choice assessment techniques during their internship experiences.