کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4941542 | 1436756 | 2017 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
U.S. teachers' conceptions of the purposes of assessment
ترجمه فارسی عنوان
مفاهیم معلمان ایالات متحده از اهداف ارزیابی
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کلمات کلیدی
آموزگاران تمرین ارزیابی کلاس درس، مفهوم ارزیابی، اعتقادات آموزگار،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
Teachers' conceptions about assessment influence their classroom assessment practices. In this investigation, we examined 179Â K-12 teachers' conceptions of the purposes of assessment from a person-centered perspective. An exploratory factor analysis of teachers' responses to the Conceptions of Assessment Instrument yielded a three-factor model: assessment as valid for accountability, improves teaching and learning, and as irrelevant. Next, we used cluster analysis to identify belief profiles of teacher groups: Cluster-1: Moderate, Cluster-2: Irrelevant, Cluster-3: Teaching and Learning. Within and across cluster comparisons revealed significant differences indicating that these are distinct profiles: teachers can, and do, hold multiple beliefs about assessment simultaneously.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 65, July 2017, Pages 107-116
Journal: Teaching and Teacher Education - Volume 65, July 2017, Pages 107-116
نویسندگان
Nicole Barnes, Helenrose Fives, Charity M. Dacey,