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ERIC Number: EJ1147148
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0144-3410
Relationships between Pre-Service Teachers' Conceptions of Assessment, Approaches to Instruction, and Assessment: An Achievement Goal Theory Perspective
Daniels, Lia M.; Poth, Cheryl A.
Educational Psychology, v37 n7 p835-853 2017
The purpose of this paper was to examine the relationships between pre-service teachers' conceptions of assessment and their intended approaches to classroom instruction and assessment. We operationalised approaches to instruction and assessment according to Achievement Goal Theory, postulating that pre-service teachers approach instruction and assessment from either a mastery or performance perspective. The results from a correlational study of 344 Canadian pre-service teachers showed that intended instruction and assessment practices were separated according to mastery and performance approaches. However, there was also alignment between the concepts such that pre-service teachers who had a mastery approach to instruction were more inclined towards a mastery approach to assessment. Approaches to assessment were also related to pre-service teachers' conceptions: beliefs that assessment holds students and schools accountable were positively related to a performance approach to assessment. In contrast, a belief that assessment improves teaching was positively related to a mastery approach to assessment and negatively to a performance approach. We discuss relationships between conceptions of assessment, approaches to classroom instruction and assessment as conceptualised from an Achievement Goal Theory perspective.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A