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- Keyword
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- Higher education (3)
- Teacher education (2)
- Academic Degree (1)
- Action Research/Primary School Teachers (1)
- Assessment (1)
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- Assessment design (1)
- Assessment; Assessment for Learning; Criterion Referenced Assessment; Initial Teacher Education; Assessment as Curriculum (1)
- Blended/hybrid learning (1)
- Classroom readiness (1)
- Computer-assisted language learning (1)
- Constructive alignment (1)
- Constructive alignment; assessment; affective domain; reflective practice; student voice (1)
- Creative ecologies (1)
- Creative skills and capacities (1)
- Creativity (1)
- Creativity audit (1)
- Distance/open learning (1)
- Dynamic Assessment (DA) (1)
- Expert (1)
- Feedback (1)
- Group-based assessment (1)
- Initial teacher education (1)
- Internships (1)
- Language education (1)
- Learner attitudes (1)
- Length of Service (1)
- Moderation (1)
- National parthernships (1)
- Novice (1)
- Peer-dialogue assessment (1)
Articles 1 - 12 of 12
Full-Text Articles in Higher Education
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Australian Journal of Teacher Education
Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …
Changes In Students’ Perceptions Of Self-Assessment In Courses With Different Approaches To Assessment, Ester Aflalo
Changes In Students’ Perceptions Of Self-Assessment In Courses With Different Approaches To Assessment, Ester Aflalo
Australian Journal of Teacher Education
The importance of student self-assessment and its contribution to learning in teacher education is well documented in the research literature. However, we still need to better understand when and why self-assessment actually works. This study examines preservice teachers’ perception of self-assessment prior to and following experiencing self-assessment. The study included 135 students studying at two education colleges in Israel. The students attended courses with differing evaluation approaches. The findings show that the experience with self-assessment in the courses with formative evaluation or integrative evaluation encourages the students’ positive perception of self-assessment, in contrast to summative evaluation courses. The study expands …
Investigating The Assessment Practices Within An Initial Teacher Education Program In An Australian University: Staff Perceptions And Practices, Georgina M. Barton, Margaret Baguley, Martin Kerby, Abbey Macdonald
Investigating The Assessment Practices Within An Initial Teacher Education Program In An Australian University: Staff Perceptions And Practices, Georgina M. Barton, Margaret Baguley, Martin Kerby, Abbey Macdonald
Australian Journal of Teacher Education
Effective assessment design and subsequent assessment practices are essential for student success in the higher education sector. A plethora of research on assessment in higher education exists which tends to focus primarily on the student experience. This paper shares results from a 3 phased study that explored staff perceptions related to assessment practices in an undergraduate Initial Teacher Education program within an Australian metropolitan university. First, course learning objectives, activities and assessment items were mapped to identify the presence of constructive alignment. Second, staff were invited to complete a survey and a follow-up interview in relation to understanding of assessment …
Assessment For Learning While Learning To Assess: Assessment In Initial Teacher Education Through The Eyes Of Pre-Service Teachers And Teacher Educators, Nicole Brunker, Ilektra Spandagou, Christine Grice
Assessment For Learning While Learning To Assess: Assessment In Initial Teacher Education Through The Eyes Of Pre-Service Teachers And Teacher Educators, Nicole Brunker, Ilektra Spandagou, Christine Grice
Australian Journal of Teacher Education
Competing demands on assessment pose an ongoing challenge for Higher Education. In Initial Teacher Education (ITE) these demands are problematised further in meeting the roles of assessment for measurement, accountability, learning and curriculum. ITE holds a dual role of teaching through content and practice, whereby Pre-Service Teachers (PST) are assessed for learning while learning to assess, thus positioning assessment as curriculum. This exploratory study sought insight into PST and Teacher Educator’s (TE) perceptions of assessment within a postgraduate ITE program. TEs and PSTs alike recognised and valued the assessment processes in focusing attention on learning while developing understanding of assessment …
Australian Teacher Education Policy In Action: The Case Of Pre-Service Internships., Susan Ledger, Lesley Vidovich
Australian Teacher Education Policy In Action: The Case Of Pre-Service Internships., Susan Ledger, Lesley Vidovich
Australian Journal of Teacher Education
Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the variance available in terms of structure, length of time and purpose. However, little research on teacher internships has been reported within a policy context. This study employs a modified ‘policy trajectory’ framework to capture the impact of teacher internship models emerging from policy reform in Australia driven by the National Partnership Agreement on Improving Teacher Quality Program (NPTQ). It highlights how policy contexts and practices are inextricably interconnected and influenced by key policy ‘threads’ …
Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones
Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones
Australian Journal of Teacher Education
Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle; where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit …
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott
Australian Journal of Teacher Education
Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students’ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students’ proficiency in the target language and …
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Australian Journal of Teacher Education
This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance …
Using Assessment To Develop Social Responsibility As A Graduate Attribute In Teacher Education, Kerry Howells, Noleine Fitzallen, Christine Adams
Using Assessment To Develop Social Responsibility As A Graduate Attribute In Teacher Education, Kerry Howells, Noleine Fitzallen, Christine Adams
Australian Journal of Teacher Education
Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of graduate attributes, while at the same time contextualising their meaning and relevance within pre-service teachers’ immediate lived experiences within the study situation. The data collected were pre- and post-surveys as well as written reflections. The findings indicate that if embedded in an explicit way in assessment tasks that require reflection on the development …
From Research To Praxis: Empowering Trinidadian Primary School Teachers Via Action Research, Charmaine S. Bissessar
From Research To Praxis: Empowering Trinidadian Primary School Teachers Via Action Research, Charmaine S. Bissessar
Australian Journal of Teacher Education
An exponential body of extant research illustrates the symbiotic dyad action research, andragogy, reflective praxis, and transformative learning share. This paper contains a narrative review of 83 action research papers submitted to the researcher as part of the fulfilment of the Bachelor of Education degree from April 2011 to May 2013. Additionally, interviews via email and telephone with 42 of the 83 student-teachers on their perceptions of the importance of action research on their instructional practice are examined. The narrative review of student-teachers’ archival research action proposals was thematically coded to reflect challenges confronting primary school, special needs, and early …
Title: How Do Preservice Teacher Education Students Move From Novice To Expert Assessors?, Peter R. Grainger, Lenore Adie
Title: How Do Preservice Teacher Education Students Move From Novice To Expert Assessors?, Peter R. Grainger, Lenore Adie
Australian Journal of Teacher Education
Despite the acknowledged importance of assessment in education, there has been minimal research into the preparation of preservice teachers for the important role of involving preservice teachers in marking, grading, moderating and providing feedback on student work. This article reports on a pilot project in which preservice teachers participated in an ongoing peer assessment and social moderation process in a dedicated course on assessment. The purpose of the project was to investigate specific ways in which key assessment processes can be effectively taught to preservice teachers. The research involved 96 preservice teachers who completed a Likert scale survey and free …
Iranian Efl Teachers' Perceptions Of Dynamic Assessment: Exploring The Role Of Education And Length Of Service, Mohammad Nabi Karimi, Zahra Shafiee
Iranian Efl Teachers' Perceptions Of Dynamic Assessment: Exploring The Role Of Education And Length Of Service, Mohammad Nabi Karimi, Zahra Shafiee
Australian Journal of Teacher Education
The present study reports on the thematic analysis of Iranian EFL teachers' perceptions of dynamic assessment in relation to their academic degree and length of service. To this end, 42 Iranian EFL teachers participated in the study. Of these teachers, 22 held BA and 20 held MA degrees in ELT-related subjects, with varying lengths of service. Semi-structured interviews were used to inquire into the teachers' perceptions of dynamic assessment. The four major themes which emerged from the content analysis of the audiotaped interviews revealed significant variations in participants' patterns of perceptions and concerns towards dynamic assessment. The major themes comprised …