Linking Personality to Teachers' Literacy in Classroom Assessment: A Cross-Cultural Study

Autor/inn/en	Schneider, Christoph; DeLuca, Christopher; Pozas, Marcela; Coombs, Andrew
Titel	Linking Personality to Teachers' Literacy in Classroom Assessment: A Cross-Cultural Study
Quelle	In: Educational Research and Evaluation, 26 (2020) 1-2, S.53-74 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Christoph) ORCID (DeLuca, Christopher) ORCID (Pozas, Marcela) ORCID (Coombs, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2021.1902354
Schlagwörter	Personality; Assessment Literacy; Cross Cultural Studies; Educational Assessment; Student Teachers; Foreign Countries; Regression (Statistics); Personality Traits; Personality Measures; Self Efficacy; Teacher Competencies; Canada; Germany; Big Five Inventory + Suchen Sie Ihr Suchwort? Personalität; Cultural comparison; Kulturvergleich; Education; assessment; Bewertungssystem; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Regression; Regressionsanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Kanada; Deutschland
Abstract	Educational assessment is a complex area of teacher professionalism involving negotiation of purposes and practices within sociocultural contexts. Developing teachers' assessment literacy has thus become a priority across education systems. Additionally, student teachers' assessment approaches and confidence in their assessment competence may be influenced by their personality and the prevailing educational cultures. This cross-cultural study on student teachers in Canada and Germany examined the relationship between personality traits and assessment literacy. Regression analyses revealed that self-rated assessment literacy was supported by sense of self-efficacy, suggesting that experiences of success in teacher education are important in developing assessment literacy. While summative approaches to assessment were not associated with personality, formative approaches were particularly influenced by personal values such as empathy and composure. Overall, the findings were fairly stable across the two educational contexts. Implications for teacher education in the field of assessment include an emphasis on leveraging student teachers' values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01