Quebec preservice teachers’ beliefs of assessment: what pattern, what evolution?

Quebec preservice teachers’ beliefs of assessment: what pattern, what evolution?

• Marie-Hélène Hébert, Université TÉLUQ, Canada

• Eric Frenette, Université Laval, Canada

doi : https://dx.doi.org/10.18162/fp.2023.585

Résumé

The current study investigates the pattern of beliefs of 76 preservice teachers about assessment as they start their first assessment course at the university and examines the evolution of their beliefs through the course. The results showed that the preservice teachers hold initial beliefs more in line with alternative assessment than traditional assessment. At the end of the course, their beliefs remained stable. Suggestions for action to promote the development of assessment skills among preservice teachers are proposed to instructors.

Abstract

The current study investigates the pattern of beliefs of 76 preservice teachers about assessment as they start their first assessment course at the university and examines the evolution of their beliefs through the course. The results showed that the preservice teachers hold initial beliefs more in line with alternative assessment than traditional assessment. At the end of the course, their beliefs remained stable. Suggestions for action to promote the development of assessment skills among preservice teachers are proposed to instructors.