ABSTRACT

Educational assessment is a complex area of teacher professionalism involving negotiation of purposes and practices within sociocultural contexts. Developing teachers’ assessment literacy has thus become a priority across education systems. Additionally, student teachers’ assessment approaches and confidence in their assessment competence may be influenced by their personality and the prevailing educational cultures. This cross-cultural study on student teachers in Canada and Germany examined the relationship between personality traits and assessment literacy. Regression analyses revealed that self-rated assessment literacy was supported by sense of self-efficacy, suggesting that experiences of success in teacher education are important in developing assessment literacy. While summative approaches to assessment were not associated with personality, formative approaches were particularly influenced by personal values such as empathy and composure. Overall, the findings were fairly stable across the two educational contexts. Implications for teacher education in the field of assessment include an emphasis on leveraging student teachers’ values.

摘要

教育评估是教师专业化的复杂领域，涉及社会文化背景下的目的和实践的谈判。因此，发展教师的评估素养已成为整个教育系统的优先事项。此外，学生教师的评估方式和对其评估能力的信心可能会受到他们的个性和普遍的教育文化的影响。这项针对加拿大和德国学生教师的跨文化研究考察了人格特质与评估素养之间的关系。回归分析表明，自我效能感支持自我评估的评估素养，这表明教师教育的成功经验对于发展评估素养很重要。虽然总结性评估方法与人格无关，形成性的方法特别受移情和镇静之类的个人价值观的影响。总体而言，在两种教育背景下，研究结果是相当稳定的。评估领域对教师教育的影响包括强调利用学生教师的价值观。