Assessment patterns in teacher education programmes
Content analysis of course syllabi
Bibliographic Data
| ID | 19379935 |
|---|---|
| Authors | Elaheh Tavakoli (0000-0002-3428-2603, Volda University College, corresponding author), Siv M Gamlem (0000-0002-6523-0486, Volda University College) |
| Year | 2024 |
| Volume | 49 |
| Issue | 6 |
| Pages | 878-892 |
| Publication date | 2024-08-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2024.2334417 |
| OpenAlex | W4395045841 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
Given the crucial role that teacher education programmes play in developing teacher-students' assessment literacy, this study investigates all the course syllabi (n = 278) in primary and secondary-school teacher education programmes offered by three universities in Norway.This study aimed at identifying: 1) the assessment patterns, 2) the relationship between coursework and examination assessment within the course syllabi, and 3) the similarities (or differences) of assessment in teacher education programmes.The results showed a large variation in assessment patterns, especially in the two categories of coursework and examinations.A large percentage of the course syllabi required a form of written, and to a lesser degree, oral assessment.The results did not show a statistically significant relationship between the two modes of assessment in the course syllabi, i.e. coursework and examination assessments.Further, the course syllabi in the three universities were not similar in many assessment-related categories.Our study reveals that formative assessment patterns are rare, and approaches to train teacher-students in developing assessment literacy for future school practices might be missing
Course evaluation · Coursework · Formative assessment · Higher education · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Rubric · Summative assessment · Syllabus · Teacher education · Educational Assessment and Improvement · Educator Training and Historical Pedagogy · Medicine · Psychology · Student Assessment and Feedback
Sustainable Assessment
Exploring Teacher Candidates' Assessment Literacy
Educating teachers for the future school- the challenge of bridging between perceptions of quality teaching and policy decisions
Coursework versus examinations in end-of-module assessment
Aligning assessment with long‐term learning
Portfolios and assessment in teacher education in Norway
Coursework Marks High, Examination Marks Low
The whole is greater than the sum of its parts
Modelling Professional Practice
Assessment professional development courses for university teachers
Consistency of results regarding teacher effects across subjects, school levels, outcomes and countries
Resources, Student
Linking Student Achievement to Teacher Preparation
The influence of disciplinary assessment patterns on student learning
Examining students' feedback engagement and assessment experiences
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |