Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743348
Title: Authentic assessment in pedagogy-related modules in teacher education : Vietnamese student teachers' perspective
Author: Nguyen, Huyen
ISNI:       0000 0004 7227 6268
Awarding Body: University of East Anglia
Current Institution: University of East Anglia
Date of Award: 2017
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Abstract:
Vietnam is undergoing comprehensive educational reform, and teacher training plays a vital role in providing qualified teachers to support this reform. Assessment is expected to act as a mean to close the gap between university training and the demands of teaching in school. Against the backdrop of these changes, this study adopted qualitative approach to investigate student teachers’ perceptions of authentic assessment in pedagogy-related modules in teacher education. Based on the main characteristics of authentic assessment and some popular authentic assessment methods in higher education and teacher education, the research designed an intervention with three authentic assessment tasks in order to implement for formative assessment in a pedagogy-related module in a university of education. Interviews were conducted with student teachers after each task. The study found that the student teachers appreciated authentic assessment tasks. They saw links between the content, criteria, and social context of the assessment tasks and those of real teachers’ tasks in school. They also saw that they had a role to play in assessment design and in assessing assessment performances and other work. Notably, they perceived that authentic assessment influenced their learning strategies and motivation, their professional competencies and the formation of their professional identity as teachers. Student teachers’ prior assessment and schooling experience, practical experience and teaching career goals were all seen to impact on their perceptions. The study proposes one theoretical framework for the interpretation of student teachers’ perceptions of authentic assessment and revisits another for the design of authentic assessment in teacher education and higher education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.743348  DOI: Not available
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