Assessment conceptions of Finnish pre-service teachers
Kyttälä, M., Björn, P. M., Rantamäki, M., Lehesvuori, S., Närhi, V., Aro, M., & Lerkkanen, M.-K. (2022). Assessment conceptions of Finnish pre-service teachers. European Journal of Teacher Education, Early online. https://doi.org/10.1080/02619768.2022.2058927
Published inEuropean Journal of Teacher Education
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and learning and 3) assessment as a harmful action. These main factors were clustered into three assessment conception profiles – assessment-cautious, assessment-positive and assessment-critical. Pre-service special needs teachers showed more assessment-oriented conceptions emphasising both the assessment of learning and assessment for learning than the other pre-service teacher groups. However, within every pre-service teacher group, the existing assessment conceptions varied from assessment-positive to assessment-cautious and even assessment-critical. The results are discussed to suggest development in teacher education.
PublisherRoutledge, Taylor & Francis Group
ISSN Search the Publication Forum0261-9768
Publication in research information system
MetadataShow full item record
Related funder(s)Ministry of Education and Culture
Additional information about fundingThis work was supported by the Finnish Ministry of Education and Culture [OKM/79/592/2018].
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