Assessing assessment: Examination of pre-service physics teachers' attitudes towards assessment and factors affecting their attitudes

International Journal of Science Education

Volumn 31, Issue 1, 2009, Pages 1-39

  Ogan Bekiroglu, Feral ^a  

^a MARMARA UNIVERSITY   (Turkey)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 57849160950     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690701630448     Document Type: Article

References (62)

1. Altan, M. Z. (1998) A call for change and pedagogy: A critical analysis of teacher education in Turkey. European Journal of Education, 33:4, pp. 407-417.
2. American Federation of Teachers, National Council on Measurement in Education, & National Education Association (1990) Standards for teacher competence in educational assessment of students, Authors, Washington, DC
3. Ayas, A., Cepni, S. and Akdeniz, A. R. (1993) Development of the Turkish secondary curriculum. Science Education, 77:4, pp. 433-440.
4. Baki, A. and Birgin, O. (2006) Matematik eǧitiminde alternatif bir degerlendirme olarak bireysel gelisim dosyasi uygulamasi [Portfolio as an alternative assessment method in mathematics education]
5. Bandura, A. (1982) Self-efficacy mechanism in human agency. American Psychologist, 37:2, pp. 122-147.
6. Barko, H., Mayfield, V., Marion, S., Flexer, R. and Cumbo, K. (1997) Teachers' developing ideas and practises about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13:3, pp. 259-278.
7. Baxter, G. P., Elder, A. D. and Glaser, R. (1996) Knowledge-based cognition and performance assessment in the science classroom. Educational Psychologist, 31:2, pp. 133-140.
8. Bell, B. (2003) Teacher development in science education. International handbook of science education, pp. 681-693. Kluwer Academic Publishers, Dordrecht, The Netherlands
9. Briscoe, C. and Wells, E. (2002) Reforming primary science assessment practices: A case study of one teacher's professional development through action research. Science Education, 86:3, pp. 417-435.
10. Brookhart, S. M. and DeVoge, J. G. (1999) Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12:4, pp. 409-425.
11. Bushman, L. and Schnitker, B. (1995) Teacher attitudes on portfolio assessment, implementation, and practicability
12. Cakan, M. (2004) Öǧretmenlerin olcme-deǧerlendirme uygulamalari ve yeterlik duzeyleri: Ilk ve ortaöǧretim [Teachers' practises and level of qualifications about assessment and evaluation: Elementary and secondary]. Ankara University Journal of Faculty of Educational Sciences, 37:2, pp. 99-114.
13. Cakiroglu, E. and Cakiroglu, J. (2003) Reflections on teacher education in Turkey. European Journal of Teacher Education, 26:2, pp. 253-264.
14. Campbell, C. and Evans, J. A. (2000) Investigation of preservice teachers' classroom assessment practices during student teaching. The Journal of Educational Research, 93:6, pp. 350-355.
15. Cochran, K. F. and Jones, L. L. (2003) The subject matter knowledge of pre-service science teachers. International handbook of science education, pp. 707-718. Kluwer Academic Publishers, Dordrecht, The Netherlands
16. Cooney, T. J., Bell, K., Fisher-Cauble, D. and Sanchez, W. B. (1996) The demands of alternative assessment: What teachers say. Mathematics Teacher, 89:6, pp. 484-488.
17. Culbertson, L. D. and Wenfan, Y. (2003) Alternative assessment: Primary grade literacy teachers' attitudes and practices
18. Delandshere, G. and Jones, J. H. (1999) Elementary teachers' beliefs about assessment in mathematics: A case of assessment paralysis. Journal of Curriculum and Supervision, 14:3, pp. 216-240.
19. Denzin, N. K. (1978) The research act: A theoretical introduction to sociological methods, McGraw-Hill, New York
20. Dori, Y. J. and Herscovitz, O. (2005) Case-based long-term professional development of science teachers. International Journal of Science Education, 27:12, pp. 1413-1446.
21. Gagne, R. M. (1984) Learning outcomes and their effects: Useful categories of human performance. American Psychologist, 37:4, pp. 377-385.
22. Gagne, R. M. (1985) The conditions of learning, Holt, Rinehart & Winston, New York
23. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F. and Yoon, K. S. (2001) What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38:4, pp. 915-945.
24. Graham, P. (2005) Classroom-based assessment: Changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21:6, pp. 607-621.
25. Greene, J. C., Caracelli, V. J. and Graham, W. F. (1989) Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11:3, pp. 255-274.
26. Gursimsek, I., Kaptan, F. and Erkan, S. (1997) General view of teacher education policies of Turkey. Paper presented at the 49th Annual Meeting of AACTE Phoenix, AZ
27. Guven, S. (2001) Sinif öǧretmenlerinin olcme ve deǧerlendirmede kullandiklari yontem ve tekniklerin belirlenmesi [Determination of elementary teachers' assessment practises]. Paper presented at the 10th National Education Conference Bolu, Turkey
28. Haney, J. J., Czerniak, C. M. and Lumpe, A. T. (1996) Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33:9, pp. 971-993.
29. Harris, M. B. and Curran, C. M. (1998) Knowledge, attitudes, and concerns about portfolio assessment: An exploratory study. Teacher Education and Special Education, 21:2, pp. 83-94.
30. Kleinert, H. L., Kennedy, S. and Kearns, J. F. (1999) The impact of alternative assessments: A state-wide teacher survey. The Journal of Special Education, 33:2, pp. 93-102.
31. Kristin, N., Collins, A., Duschl, R. and Erduran, S. (1999) Changes in science teachers' practice and beliefs: Progress toward implementing standards-based reforms. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching Boston, MA
32. Lawrence, M. and Pallrand, G. J. (2000) A case study of the effectiveness of teacher experience in the use of explanation-based assessment in high school physics. School Science and Mathematics, 100:1, pp. 36-47.
33. Lofters, P. E. (1998) An evaluation of primary school teachers' science teaching assessment methods, University of W.I, Mona, Jamaica
34. Lomax, R. G. (1996) On becoming assessment literate: An initial look at preservice teachers' beliefs and practices. The Teacher Educator, 31:4, pp. 292-303.
35. Maeroff, G. I. (1991) Assessing alternative assessment. Phi Delta Kappan, 73:4, pp. 272-281.
36. McConney, A. and Ayres, R. R. (1998) Assessing student teachers' assessments. Journal of Teacher Education, 49:2, pp. 140-147.
37. McMillan, J. H. (1997) Classroom assessment: Principles and practice for effective instruction, Allyn & Bacon, Needham, MA
38. McMillan, J. H. (2001) Secondary teachers' classroom assessment and grading practices. Educational Measurement, Issues and Practice, 20:1, pp. 20-32.
39. McMillan, J. H., Myran, S. and Workman, D. (1999) The impact of mandated state-wide testing on teachers' classroom assessment and instructional practices. Paper presented at the Annual Meeting of the American Educational Research Association Montreal, Canada
40. Mertler, C. A. (2003) Preservice versus in-service teachers' assessment literacy: Does classroom experience make a difference?. Paper Presented at the Annual Meeting of the Mid-Western Educational Research Association Columbus, OH
41. Meyer, D. K. and Tusin, L. F. (1999) Preservice teachers' perceptions of portfolios: Process versus product. Journal of Teacher Education, 50:2, pp. 131-139.
42. Miles, M. B. and Huberman, A. M. (1994) Qualitative data analysis: An expanded sourcebook, Sage, Thousand Oaks, CA
43. Milli Egitim Bakanligi Talim ve Terbiye Kurulu Baskanligi (2004) Ilkogretim Fen ve Teknoloji Dersi (4. & 5. Siniflar) Ogretim Programi [Instructional Program for Elementary Science and Technology Course (grades 4 & 5)], M.E.B, Ankara
44. Novak, J. D., Mintzes, J. J. and Wandersee, J. H. (2000) Learning, teaching, and assessment: A human constructivist perspective. Assessing science understanding: A human constructivist view, pp. 1-13. Academic Press, San Diego, CA
45. OECD (1989) Reviews of national policies for education, Paris, Turkey
46. Pilcher, J. K. (2001) The standards and integrating instructional and assessment practices. Paper presented at the 53rd Annual Meeting of the American Association of Colleges for Teacher Education Dallas, TX
47. Rhoton, J. and Stiles, K. E. (2002) Exploring the professional development design process: Bringing an abstract framework into practice. Science Educator, 11:1, pp. 1-8.
48. Rogers, S. F. and Riedel, P. B. (1999) Advocates for combining assessments and evaluation/grading procedures: Practices benefiting new teachers. Paper presented at the Annual Meeting of the College Reading Association Myrtle Beach, SC
49. Shavelson, R. J. and Baxter, G. P. (1992) What we've learned about assessing hands-on science. Educational Leadership, 49:8, pp. 20-26.
50. Sluijsmans, D. M. A., Brand-Gruwel, S., van Merrienbore, J. J. G. and Bastiaens, T. J. (2003) The training of peer assessment skills to promote the development of reflection skills in teacher education. Studies in Educational Evaluation, 29:1, pp. 23-42.
51. Stiggins, R. (1995) Student-centred classroom assessment, Macmillan, New York
52. Stiggins, R. (1999) Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18:1, pp. 23-27.
53. Tamir, P. (2003) Assessment and evaluation in science education: Opportunities to learn and outcomes. International handbook of science education, pp. 761-789. Kluwer Academic Publishers, Dordrecht, The Netherlands
54. Tashakkori, A. and Teddlie, C. (1998) Combining qualitative and quantitative approaches, Sage Publications, Thousand Oaks, CA
55. Tekkaya, C., Cakiroglu, J. and Ozkan, O. (2004) Turkish pre-service science teachers' understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30:1, pp. 57-66.
56. Tittle, C. K. (1994) Toward an educational psychology of assessment for teaching and learning: Theories, contexts, and validation arguments. Educational Psychologist, 29:3, pp. 149-162.
57. van Driel, J. H., Beijaard, D. and Verloop, N. (2001) Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38:2, pp. 137-158.
58. Whittaker, A. and Young, V. M. (2002) Tensions in assessment design: Professional development under high-stakes accountability. Teacher Education Quarterly, 29:3, pp. 43-60.
59. Wiggins, G. (1993) Assessing student performance: Exploring the purpose and limits of teaching, Jossey-Bass Publishers, San Francisco, CA
60. Wilson, L. (1994) A Theoretical framework linking beliefs with assessment practices in school mathematics: Assessment reforms in search of a theory. Paper presented at the Annual Meeting of the American Educational Research Association New Orleans, L.A
61. Wolfe, E. W., Chiu, C. W. T. and Reckase, M. D. (1999) Changes in secondary teachers' perceptions of barriers to portfolio assessment. Assessing Writing, 6:1, pp. 85-105.
62. Zollman, A. and Jones, D. L. (1994) Accommodating assessment and learning: Utilizing portfolios in teacher education with preservice teachers. Paper presented at the 21st Annual Meeting of the Research Council on Diagnostic and Prescriptive Mathematics Fort Worth, TX