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ERIC Number: EJ806005
Record Type: Journal
Publication Date: 2008-Oct
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Understanding How a Case-Based Assessment Instrument Influences Student Teachers' Learning Approaches
Segers, Mien; Martens, Rob; Van den Bossche, Piet
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n7 p1751-1764 Oct 2008
In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of the changes in the assessment of student teachers in teacher education programs is the use of case-based assessment instruments. Such instruments evaluate the extent to which student teachers are able to handle authentic problems. It is expected that implementing this mode of assessment will stimulate student teachers to adopt a deep approach to learning. In this study we examine student teachers' learning approaches in the context of case-based assessment. Hereto, we investigated the direct effects of the student teachers' general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers' perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The present study is conducted in the Netherlands, in the third year of a 4-year initial teacher training program for primary education. A case-based assessment instrument, called the OverAll Test, was implemented as the major determinate of the third-year final examination grade of the student teachers. The results of the correlation analyses and the path analyses indicate a strong influence of student teachers' general beliefs on the cognitive demands of assessment on their perceptions of the cognitive demands of the OverAll Test. The student teachers' perception of the deep-level demands of the OverAll Test mediates the effect of their beliefs on the adoption of deep approaches to learning. (Contains 3 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands