Literaturnachweis - Detailanzeige
Autor/in | Alghamdi, Amani K. Hamdan |
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Titel | Pre-Service Teachers' Preferred Methods of Assessment: A Perspective from Saudi Arabia |
Quelle | In: Australian Journal of Teacher Education, 38 (2013) 4, Artikel 5 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0313-5373 |
Schlagwörter | Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Females; Evaluation Methods; Student Evaluation; Group Testing; Cooperative Learning; Alternative Assessment; Assignments; Group Activities; Questionnaires; Cooperation; Mixed Methods Research; Saudi Arabia |
Abstract | Teacher-candidate course assessment is one topic that has not been adequately explored in teacher education literature where pre-service teachers' voices are rarely heard. This mixed-methods study explored a group of female pre-service teachers (n = 83) enrolled in a Diploma of Education program to identify their preferred method of assessment for their learning. The results showed that these individuals preferred a group assignment, consisting of a written report and an oral presentation, over an individual assignment, consisting of an individual essay, because the group assignment helped them to break through the boundary of facing an audience and encouraged them to exchange knowledge with their counterparts. (Contains 3 tables.) (As Provided). |
Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |