Investigation of an Alternatively Certified New High School Chemistry Teacher's Assessment Literacy

Autor/inn/en	Izci, Kemal; Siegel, Marcelle A.
Titel	Investigation of an Alternatively Certified New High School Chemistry Teacher's Assessment Literacy
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 7 (2019) 1, S.1-19 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Alternative Teacher Certification; Science Teachers; Chemistry; Student Evaluation; Science Instruction; Evaluation Methods; Case Studies; Teacher Attitudes; Formative Evaluation; Scientific Concepts; Concept Formation; Knowledge Base for Teaching; Teaching Methods; Secondary School Teachers + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Schulnote; Studentische Bewertung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Lehrerverhalten; Concept learning; Begriffsbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Assessing student learning to adapt instruction to support learning is an important skill all teachers need to develop. However, it is not an easy task for teachers and even more difficult for new teachers. The current study aims to explore an alternatively certified new chemistry teacher?s understanding and practices of classroom assessment to help educators and researchers to support teachers? assessment literacies. This study used holistic case study design to explore the teacher?s assessment literacy. Pre/reflective interviews, observations, classroom artifacts, including assessment tasks and a survey, were used as data sources. The results suggest that, in theory, the teacher?s understanding of assessment aligned with current view of assessment as she mostly valued formative function of assessment while, in practice, the teacher faced difficulties to practice assessment as she preferred and did not select and use appropriate assessment tasks to accomplish her aims, such as supporting conceptual learning. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01