Journals / Kastamonu Eğitim Dergisi / 2017 / Cilt: 25 Sayı: 6
Investigating Teacher Candidates’ Use of Formative Assessment: Action Research Model
- Journal
- Kastamonu Eğitim Dergisi
- Pages
- 2385–2400
- DOI
- —
Abstract
The purpose of this action research study was to identify the views of teacher candidatesabout the contribution of practicing formative assessment activities in an authentic learningenvironment to their pedagogical improvement. In this study, 12 senior preschool teachercandidates performed a variety of formative assessment activities as a part of their teachingpracticum in a kindergarten. The data reflecting the specific experiences of the teachercandidates in the process of conducting formative assesment activities in a half-semesterterm were collected from the field notes prepared by the teacher candidates and the responsesgiven by the teacher candidates to open-ended questions posed by the researcher. The dataobtained from the teacher candidates were analyzed using a content analysis approach. Thefindings of the study revealed that the formative assessment practices of the teacher candidatesgenerally supported their pedagogical development at a basic level. The time limitationsand incompetency of teacher candidates in performing appropriate assessment strategiesfor preschool-age children were identified by teacher candidates as the potential challengesencountered during the formative assessment practices.
Özet
Eylem araştırması metodolojisi kullanılarak gerçekleştirilen bu araştırma, öğretmen