Ο γραμματισμός στην αξιολόγηση στο πλαίσιο της πανεπιστημιακής εκπαίδευσης των υποψήφιων εκπαιδευτικών

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Ελισάβετ Λαζαράκου

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The purpose of the study is to investigate the level of assessment literacy acquired by the preservice teachers in the context of their university education.  Undergraduate students from two Greek universities participated in the research and were asked to answer the four open questions of R. J. Stiggins (1991).


The research data were analyzed and quantified using the method of content analysis. The results of the survey showed that the students acquired basic knowledge and literacy skills in assessment, noting some deficiencies in the areas of self/peer-assessment, differentiated assessment, collaboration between teachers and with students’ parents. The research highlighted the dimensions of assessment on which university education should focus in the future in order to prepare future teachers for their role as assessors and for the demands of the educational practice.

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