Teachers’ beliefs underlying their assessment practices in a problem-based learning activity

2004-06-25
Tokel, Saniye Tuğba
Pedersen, Susan
Assessment practices commonly used today in K-12 settings are grounded in the theoretical perspectives popular in the early part of the 20(th) century. The recent shift in focus to educational approaches such as problem-based learning has led to calls for new assessment practices that are aligned with the social constructivist perspective. However, a potential barrier to change are the beliefs that teachers hold about assessment and how these beliefs affect teachers' willingness to implement new assessment practices. This study examined middle school teachers' beliefs about assessment within a constructivist learning environment created by a computer-based PBL program. The results are expected to inform the design of the assessment component of similar constructivist educational materials.
Citation Formats
S. T. Tokel and S. Pedersen, “Teachers’ beliefs underlying their assessment practices in a problem-based learning activity,” presented at the World Conference on Educational Multimedia, Hypermedia & Telecommunications, Lugano, SWITZERLAND, 2004, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/86286.