Investigating Teacher Candidates’ Use of Formative Assessment: Action Research Model
Abstract
The purpose of this action research study was to identify the views of teacher candidates
about 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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