NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1077831
Record Type: Journal
Publication Date: 2015-Oct
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1554-5210
An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education
Gündogdu, Kerim
International Journal of Progressive Education, v11 n3 p50-63 Oct 2015
The purpose of this study was to investigate the effectiveness of utilizing the multi-assessment strategy through a constructivist learning atmosphere with regard to perceptions of the pre-service teachers. The participants were 98 third year (junior) pre-service teachers attending to classroom management course in a public university in Turkey. Action research methodology and mixed method were utilized to collect data in this study. The results showed that classroom management field was acknowledged very positively by the most of the pre-service teachers. The authentic activities utilized during the authentic instructions were positively recognized, although they admitted that all process was tiring and took long time. Although open ended questions yielded both positive and negative aspects, utilizing multi-assessment strategy was indicated mostly by the participants as highly effective. Findings indicated that employing constructivist assessment in teacher education may yield positive impacts especially when doing it learning by doing.
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A