Investigating Teacher Candidates’ Use of Formative Assessment: Action Research Model

Pınar KARAMAN, Ayhan KARAMAN

Abstract


bout the contribution of practicing formative assessment activities in an authentic learning environment to their pedagogical improvement. In this study, 12 senior preschool teacher candidates performed a variety of formative assessment activities as a part of their teaching practicum in a kindergarten. The data reflecting the specific experiences of the teacher candidates in the process of conducting formative assesment activities in a half-semester term were collected from the field notes prepared by the teacher candidates and the responses given by the teacher candidates to open-ended questions posed by the researcher. The data obtained from the teacher candidates were analyzed using a content analysis approach. The findings of the study revealed that the formative assessment practices of the teacher candidates generally supported their pedagogical development at a basic level. The time limitations and incompetency of teacher candidates in performing appropriate assessment strategies for preschool-age children were identified by teacher candidates as the potential challenges encountered during the formative assessment practices.

Keywords


Formative assessment; preschool teacher candidates; action research

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References


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