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



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.


Formative assessment; preschool teacher candidates; action research

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