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Formative or Summative? How Pre-service and Practicing Teachers View Forms of Assessment

Dayal, Hem and Lingam, Govinda I. (2017) Formative or Summative? How Pre-service and Practicing Teachers View Forms of Assessment. Directions: Journal of Educational Studies, 32 (1). pp. 51-67. ISSN 1011-5B46

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Abstract

According to research, teachers can and do hold multiple beliefs about assessment, which can be classified into two general categories distinguished by the major purposes of assessment. The beliefs of twenty-three pre-service and thirty-three in-service Pacific Island teachers were explored using seven open-ended items. Findings indicate that a majority of each group explicitly prefers formative assessments. Recommendations suggest exploration of teacher beliefs using novel methodologies within various cultural contexts, including exploring the possible alignment of beliefs and practices.

Item Type: Journal Article
Subjects: L Education > L Education (General)
Divisions: Faculty of Arts, Law and Education (FALE) > School of Education
Depositing User: Fulori Nainoca
Date Deposited: 12 Jun 2018 14:23
Last Modified: 12 Jun 2018 14:23
URI: http://repository.usp.ac.fj/id/eprint/10837
UNSPECIFIED

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