Literaturnachweis - Detailanzeige
| Autor/inn/en | Chan, Cecilia K. Y.; Luo, Jiahui |
|---|---|
| Titel | An Exploratory Study on Teacher Assessment Literacy: Do Novice University Teachers Know How to Assess Students' Written Reflection? |
| Quelle | In: Teachers and Teaching: Theory and Practice, 26 (2020) 2, S.214-228 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Chan, Cecilia K. Y.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2020.1787375 |
| Schlagwörter | Assessment Literacy; Beginning Teachers; College Faculty; Foreign Countries; Reflection; Writing Evaluation; Experiential Learning; Undergraduate Students; Teaching Assistants; Teacher Attitudes; Self Efficacy; Ethics; Teacher Student Relationship; Research Universities; Cultural Context; Psychological Patterns; Hong Kong |
| Abstract | In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students' deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice university teachers in Hong Kong understand the assessment of reflective writings from three dimensions. Findings reveal that although teachers demonstrate a strong understanding of assessing reflection in a conceptual dimension (e.g. purposes and approaches of assessment), practically and socio-emotionally, teachers lack adequate knowledge and awareness to perform satisfactory assessment of reflection. The study subsequently discusses how and why certain dimensions of assessment literacy in reflection are prioritised in Hong Kong higher educationand provides a range of implications to improve future reflection practices and research. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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