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ERIC Number: EJ1136429
Record Type: Journal
Publication Date: 2017-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: EISSN-1696-2095
Assessment for Learning: Assessment of Non-Written Sources Understanding
Alonso-Tapia, Jesús; Garrido-Hernansaiz, Helena
Electronic Journal of Research in Educational Psychology, v15 n1 p168-188 Apr 2017
Introduction: Despite the fact that the capacity of non-written sources (NWS) understanding is included in the Spanish secondary education curriculum, no research has addressed this competence. The main objective of this study is analysing how teachers consider NWS understanding that should be assessed to help decide which kind of support give to students. Method: First, a model was developed of what NWS understanding implies. Then, 148 primary school teachers in Spain designed tasks to assess the understanding of two NWS. Following this, two judges assessed the proposed tasks according to the initially specified model. We analyzed the fit of teachers' assessment tasks to the proposed model by conducting percentage analyses and a hierarchical loglinear analysis. Results: Teachers' assessments were shown to be unsystematic and were generally composed of tasks of a low level of complexity. Nearly all of them included ambiguous questions or questions which were irrelevant for testing understanding. The proposed tasks corresponded to different profiles, some of which fitted the proposed ideal model. Conclusion: Some changes should be made in teacher education in order to foster students' competency for NWS understanding, especially to detect students' difficulties so that they can be presented with suitable feedback.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain