Preservice Math Teachers' Opportunity to Learn Assessment and Their Beliefs on Assessment

• In Event: Challenging Mathematical Learning: Exploring Teacher Candidates' Values, Beliefs, and Discursive Practices

Abstract

This study examined preservice math teachers’ opportunity to learn assessment related practices and applications in teacher training across 16 countries and their associations with teachers’ belief about their preparedness on the assessment. A total of 22,078 preservice math teachers from TEDS-M (The Teacher Education and Development Study in Mathematics) data were analyzed via structural equation modeling. The preservice math teachers’ opportunity to learn about assessment practices and assessment application have positive associations with their beliefs about their assessment preparedness, and opportunity to learn assessment application had a larger effect on teachers’ beliefs than opportunity to learn assessment practices. However, gender or country did not affect their beliefs about how they were prepared for the assessment.

Authors

• Shuqi Zhou, Purdue University

• Anne Traynor, Purdue University

• Michael R Lolkus, Purdue University