Instruction in assessment-for-learning practices in Alberta teacher preparation programs

Simple item page
dc.contributor.authorSillito, G. Nathan
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorRunté, Robert
dc.date.accessioned2014-05-23T17:24:41Z
dc.date.available2014-05-23T17:24:41Z
dc.date.issued2013
dc.degree.levelMastersen_US
dc.degree.levelMasters
dc.descriptionvii, 73 leaves ; 29 cmen_US
dc.description.abstractThis study is an examination of what teacher preparation institutions in the Canadian province of Alberta are teaching student teachers about ‘assessment-for-learning’ practices. A large body of research exists to show that assessment-for-learning practices are among the best tools educators have for improving student learning; therefore, it is important that assessment-for-learning practices be taught to prospective teachers. As a school administrator, I had encountered many first-year teachers who seemed to be lacking knowledge and skills in assessment-for-learning practices and I sought to determine whether or not the deficiencies could be traced to inadequate preparation during their undergraduate training. Interviews were conducted with instructors at seven Alberta education faculties on whether and how assessment-for-learning practices were integrated into their teacher education programs. There is some variance in the way courses are organized to teach assessment-for-learning practices to student teachers; some schools having a designated course on assessment, others embedding assessment into other teacher preparation courses. Overall, the findings in this study suggest that Alberta education faculties are providing future teachers with training in assessment-for-learning practices. Further research into other areas of teacher preparation and/or induction would be necessary to determine the reasons for deficiencies in new teacher knowledge of assessment-for-learning practices. This study also includes some recommendations for improving instruction in assessment for learning at Alberta teacher preparation institutions, as well as some suggestions for further study.en_US
dc.identifier.urihttps://hdl.handle.net/10133/3429
dc.language.isoen_CAen_US
dc.proquestyesNoen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013en_US
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)en_US
dc.subjectTeachers -- Training of -- Albertaen_US
dc.subjectStudents -- Rating of -- Albertaen_US
dc.subjectEducational tests and measurements -- Albertaen_US
dc.subjectEducation -- Evaluation -- Methodologyen_US
dc.subjectDissertations, Academicen_US
dc.titleInstruction in assessment-for-learning practices in Alberta teacher preparation programsen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
SILLITO_NATHAN_MED_2013.pdf
Size:
421.45 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.63 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Education, Faculty of
University of Lethbridge Theses