Exploration of the Relationship Between Preservice Teachers' Conceptions of Classroom Assessment, Learning, and Future Intentions

• In Event: Poster Session 17
  In Poster Session: Classroom Assessment: Current and Future Directions

Abstract

Pajares (1992) argued that a teacher’s perceptions of the classroom are a product of their experiences as students. The purpose of this study is to look at the relationship between pre-service teachers’ conceptions of assessment as students and their learning in a classroom assessment course as well as their intention to use classroom assessment to inform instructional decisions in their future classrooms. Pre-service teachers (N =32) completed a questionnaire designed to measure student conceptions of assessment, a classroom assessment inventory, and intentions to use classroom assessment data to inform instructional decisions. Results indicate pre-service teachers with more positive conceptions of assessment show greater learning about classroom assessment and intention to use classroom assessment as evidence for instructional decision-making.

Authors

• Carolyn J. Hushman, University of New Mexico

• Glenn Foster Hushman, University of New Mexico