Beliefs in Practice: Assessment and Grading Philosophies Among Secondary Education Pre-service Teachers

ID: 54507 Type: Virtual Paper
  1. Jay Percell, Illinois State University, United States

Abstract: It is one thing to hold a pedagogical belief or an educational philosophy, and quite another to carry it out in practice. In this study, one section of 22 secondary education pre-service teachers agreed to have their work analyzed to see if the beliefs and philosophies the candidates held regarding assessment and grading were reflected in the assessments they designed and administered during their clinical experiences. Although a disproportionate amount of students indicated a belief in non-traditional grading and authentic assessment, only a small portion of them actually created assessments that reflected such values.

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