ABSTRACT

Teachers’ competence in educational assessment is a key feature in teacher professionalism. Understanding of assessment competence has evolved from the learning of technical skills in assessment to a context-dependent, socially defined understanding encompassing a multitude of approaches to assessment. Thus, a holistic approach to assessment competence is used in this research to specifically consider the role of education culture on assessment competence. In particular, we compared Canadian and German student teachers with regard to their self-rated competence in, and approaches towards, educational assessment. While structural analysis revealed that the overall dimensions in which assessment is perceived do not depend on culture, ANOVAs pointed at some differences between the two countries, particularly concerning assessment purposes and approaches to fairness.

摘要

教师在教育评估中的能力是教师专业化的关键特征。对评估能力的理解已经从学习评估技术技能发展到了上下文相关的，社会定义的理解，涵盖了多种评估方法。因此，本研究采用整体方法来评估能力，以特别考虑教育文化对评估能力的作用。特别是，我们比较了加拿大和德国学生教师在教育评估中的自我评估能力和方法。结构分析表明，评估的总体维度并不取决于文化，但方差分析指出，两国之间存在一些差异，