Year: 1996
Type: conference-paper
Abstract: Faculty area: EducationStudents enrolled in teacher education courses are faced with learning both discipline content and methods of teaching content to schoolchildren.Within teaching methodology, a number of important pedagogical issues arise.One of the major issues is assessment.Student teachers are now required to learn about a variety of assessment strategies and be able to apply them on their school practices and later in their own classroom.Many of these assessment strategies are new to students whose main experiences have been assessment by unseen paper-and-pencil testing.Unfortunately, student teachers and teachers in general often employ methods derived solely from their own limited experiences as students (Ball, 1994;Lampert & Ball, 1990).Hence, despite the variety of innovative and effective assessment techniques, teachers generally continue to limit their means of assessment to a narrow range of pencil-and-paper methods (NCTM, 1995; AEC, 1991).It would appear that teaching practice is a useful way of enabling student teachers to gain relevant experiences in which they can apply their knowledge gained from teacher-training courses.Unfortunately, not all students are fortunate enough to be placed in a teaching environment where they can explore and experiment with a variety of assessment techniques.Mousley & Sullivan (1995) have noted that preservice teachers' experiences in classrooms during their practicum have proved inadequate because often students observe teaching 'driven by texts and tests', or are ill equipped to detect the subtle differences between quality and mediocre teaching.An environment that enables students to experience a range of appropriate classroom situations can be provided by multimedia.Recent advances in computer technology allow for the storage of large amounts
Authors: Anthony Herrington, Jan Herrington, Len Sparrow, Rhonda Oliver
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2137417978