Literaturnachweis - Detailanzeige
| Autor/inn/en | DeMink-Carthew, Jessica; Smith, Carmen Petrick; Tinkler, Alan S.; Tinkler, Barri |
|---|---|
| Titel | The Impact of Experiencing Proficiency-Based Learning (PBL) on Preservice Teacher Perspectives on PBL, Assessment, and Grading |
| Quelle | In: Teacher Education Quarterly, 48 (2021) 4, S.52-77 (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Competency Based Education; Preservice Teachers; Student Attitudes; Student Evaluation; Grading; Formative Evaluation; Assessment Literacy; Preservice Teacher Education; Educational Benefits |
| Abstract | This study investigates the impact of a proficiency-based learning (PBL) experience on preservice teacher (PST) perspectives on PBL, assessment, and grading. The findings reveal several salient advantages and disadvantages of PBL from the student perspective and demonstrate that experiencing PBL can impact PST perspectives on assessment and grading. The vast majority of students who experienced PBL reported a deeper appreciation for the importance of assessment, with many students sharing expanded understandings of what qualifies as assessment, the value of formative assessment, and the benefits of assessment for students. Student responses also reveal some problematic assumptions and beliefs about assessment and grading that are at odds with the principles of PBL, some of which persist even after experiencing PBL. We draw on these findings to offer implications for research and preservice teacher education. (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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