ABSTRACT

Pre-service teachers’ conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside others regarding teaching and learning, however, have a great impact on future teachers’ instructional practices. In this study, the authors examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers’ narratives of students’ failure. Their findings reveal four major conceptions: (a) assessment is about feedback and reflection; (b) assessment needs to be personalised and demonstrate students’ learning; (c) assessment should take into account students’ invested effort; and (d) assessment fails to measure students’ success or failure. These findings provide a qualitative insight into and extend both research on teachers’ conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers’ conceptions in particular. The relevance of these findings for future teachers’ professional development is discussed.

摘要

职前教师的评估概念在有关初级教师教育专业发展的研究中受到的关注相对较少。然而，这些概念，连同其他关于教与学的概念，对未来教师的教学实践有很大的影响。在这项研究中，作者通过分析 79 名芬兰职前学科教师对学生失败的叙述，间接检验了评估的概念。他们的发现揭示了四个主要概念： (a) 评估是关于反馈和反思；(b) 评估需要个性化并展示学生的学习；(c) 评估应考虑学生的投入；(d) 评估未能衡量学生的成功或失败。这些发现提供了一个定性的洞察力，并扩展了关于教师评估概念的研究，作为评估素养的一个重要方面，特别是对职前教师概念的研究。讨论了这些发现与未来教师专业发展的相关性。