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Preservice teachers' initial conceptions about assessment of science learning: The coherence with their views of learning science
ARTICLE

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TATE Volume 26, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study utilized responses from Taiwanese preservice elementary teachers to describe and analyze their conceptions about the assessment of science learning and the extent that these conceptions were coherent with their views of learning science. A methodological framework of phenomenography was used for the study. The results revealed that the preservice teachers' mode of assessment was coherent with a traditional view of learning but their performance mode of assessment was not well developed. Improving preservice teachers' conception of assessment requires clarifying and reconstructing their conceptions of and coherence between assessment, curriculum, pedagogy, and learning.

Citation

Wang, J.R., Kao, H.L. & Lin, S.W. (2010). Preservice teachers' initial conceptions about assessment of science learning: The coherence with their views of learning science. Teaching and Teacher Education: An International Journal of Research and Studies, 26(3), 522-529. Elsevier Ltd. Retrieved January 21, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2009.06.014

Keywords