Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning
AbstractThe 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 cul...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2222875 |
| _version_ | 1797671674762493952 |
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| author | Ayanaw Yigletu Kassa Michael Mulugeta Atnafu |
| author_facet | Ayanaw Yigletu Kassa Michael Mulugeta Atnafu |
| author_sort | Ayanaw Yigletu |
| collection | DOAJ |
| description | AbstractThe 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. |
| first_indexed | 2024-03-11T21:18:59Z |
| format | Article |
| id | doaj.art-903dc89c6c274f7ea8c24764313dd57a |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-11T21:18:59Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-903dc89c6c274f7ea8c24764313dd57a2023-09-28T10:28:07ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110110.1080/2331186X.2023.2222875Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learningAyanaw Yigletu0Kassa Michael1Mulugeta Atnafu2College of Education and Behavioral Studies, Science and Mathematics Education Department, Addis Ababa University, Addis, EthiopiaCollege of Education and Behavioral Studies, Science and Mathematics Education Department, Addis Ababa University, Addis, EthiopiaCollege of Education and Behavioral Studies, Science and Mathematics Education Department, Addis Ababa University, Addis, EthiopiaAbstractThe 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.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2222875self-regulated learningaAssessment for learningprofessional development teacher educationAlgebra |
| spellingShingle | Ayanaw Yigletu Kassa Michael Mulugeta Atnafu Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning Cogent Education self-regulated learning aAssessment for learning professional development teacher education Algebra |
| title | Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning |
| title_full | Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning |
| title_fullStr | Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning |
| title_full_unstemmed | Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning |
| title_short | Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning |
| title_sort | professional development on assessment for learning and its effect on pre service teacher s self regulated learning |
| topic | self-regulated learning aAssessment for learning professional development teacher education Algebra |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2222875 |
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