Professional Development on Assessment for Learning and Its Effect on Pre-Service Teacher's Self-Regulated Learning

Autor/inn/en	Yigletu, Ayanaw; Michael, Kassa; Atnafu, Mulugeta
Titel	Professional Development on Assessment for Learning and Its Effect on Pre-Service Teacher's Self-Regulated Learning
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2222875 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yigletu, Ayanaw) ORCID (Michael, Kassa) ORCID (Atnafu, Mulugeta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2222875
Schlagwörter	Preservice Teachers; Teacher Education Programs; Elementary School Teachers; Mathematics Teachers; Intervention; Mathematics Education; Teacher Educators; Learning Processes; Algebra; Outcomes of Education; Faculty Development; Psychometrics; Foreign Countries; Learning Strategies; Questionnaires; Student Attitudes; Ethiopia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematische Bildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Learning process; Lernprozess; Lernleistung; Schulerfolg; Psychometry; Psychometrie; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schülerverhalten; Äthiopien
Abstract	The purpose of this study was to determine the extent to which professional development on assessment for learning improves pre-service teachers' self-regulated learning. Helping students develop self-regulation abilities in learning and assessment remains difficult due to the widespread culture of summative assessment in teacher education. A one-group pretest-posttest quasi-experimental research design was utilized to explore the influence of professional development in implementing assessment for learning on pre-service primary mathematics teachers' self-regulated learning skills. Three mathematics teacher educators who offered the algebra course, as well as their 52 students who attended the course, engaged in a job-embedded, context-specific, and content-based comprehensive professional development and training program on assessment for learning. A paired sample t-test result demonstrated that the self-regulated learning skills of pre-service teachers after the intervention were significantly higher than their self-regulated learning skills before the intervention, and there was a statistically significant mean difference between pre- and post-measurements of each of the achiever levels. Nevertheless, a one-way ANOVA showed that there was no statistically significant mean difference in the self-regulated learning skills across achiever levels after the intervention. This study contributes to our understanding of the influence of enhanced implementations of assessment for learning on students' self-regulated learning skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01