122nd General Meeting of the KCS

Type Poster Presentation
Area Chemistry Education
Room No. Grand Ballroom
Time 10월 18일 (목요일) 11:00~12:30
Code EDU.P-499
Subject Elementary school teachers' and preservice elementary teachers' actual and preferred types of science assessment
Authors Sukjin Kang
Department of Science Education, Jeonju National University of Education, Korea
Abstract In this study, we investigated elementary school teachers’ and preservice elementary teachers' actual and preferred types of science assessment with focus on the purpose and the method of assessment. Participants were 75 elementary school teachers and 94 preservice elementary teachers. We administered a questionnaire asking teachers and/or preservice teachers about the types of science assessment they have actually used or would use in future. Teachers' and/or preservice teachers' preferred types of science assessment for hypothetical situations that have been generally reported as the prototypical examples of constructivist science assessment were also examined. The analysis of the actually implemented assessments revealed that most elementary school teachers tended to aim at summative assessment, and that multiple-choice, constructed response, experiment, report, and observation were the prevailing assessment methods. More preservice elementary teachers tended to aim formative assessment and showed preference to experiment and portfolio in assessment methods. For hypothetical assessment situations, both elementary school teachers and preservice elementary teachers exhibited their preferences for various types of constructivist assessment methods, whereas their purposes of the assessment still remained to be traditional.
E-mail kangsj@jnue.kr