INVESTIGATING PRE-SERVICE AND IN-SERVICE MATHEMATICS TEACHERS’ ASSESSMENT ITERACY: SUGGESTIONS FOR AN EFFECTIVE TEACHER EDUCATION PROGRAM

Date

2023-9-06

Author

Şahin, Beyza

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This study has three primary objectives: assessing the assessment literacy of pre-service and in-service middle school mathematics teachers, exploring their perceptions of the areas that need improvement in undergraduate assessment education, and examining their recommendations for improving assessment literacy in teacher education programs. Both quantitative and qualitative research designs were employed in the study. The "Assessment Literacy Inventory" was used to collect data from 34 pre-service and 41 in-service middle school mathematics teachers at the end of the 2021-2022 spring semester. Additionally, semi-structured interviews were conducted with five pre-service and five in-service teachers, purposively selected from voluntary participants. Findings revealed low assessment literacy among middle school pre-service and in-service teachers. Also, according to inferential statistical results, there was no significant difference in the assessment literacy scores between pre-service and in-service teachers. Pre-service teachers scored (out of 5) highest in administering, scoring, and interpreting the assessment results (M=3.35, SD= 1.01) and lowest in creating accurate techniques for grading (M=1.85, SD= 1.01), while in-service teachers scored highest in selecting appropriate assessment methods (M=3.32, SD= 1.06) and lowest in creating accurate techniques for grading (M=1.85, SD= 0.88). Moreover, participants identified various areas that need improvement regarding both theoretical and practical aspects of assessment education in the teacher education program. Finally, participants' recommendations for improving assessment education were grouped into these categories: applying assessment skills practically, restructuring assessment courses, aligning course content with daily assessment challenges, promoting collaboration, encouraging active participation, providing more learning opportunities, and highlighting assessment's importance in teacher education programs.

Subject Keywords

middle school pre-service mathematics teachers, middle school in-service mathematics teachers, assessment, assessment literacy, teacher education program

URI

https://hdl.handle.net/11511/105608

Collections

Graduate School of Natural and Applied Sciences, Thesis