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 1011-5846
Full text not available from this repository. (Request a copy)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 - Waqairagata |
| Date Deposited: | 12 Jun 2018 02:23 |
| Last Modified: | 12 Jun 2018 02:23 |
| URI: | http://repository.usp.ac.fj/id/eprint/10837 |
Actions (login required)
 |
View Item |