International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Original article    |    Open Access
International Journal of Progressive Education 2015, Vol. 11(3) 50-63

An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education

Kerim Gündoğdu

pp. 50 - 63

Publish Date: October 15, 2015  |   Number of Views: 423  |  Number of Download: 702

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Abstract

The purpose of this study was to investigate the effectiveness of utilizing the multi-assessment strategy through a constructivist learning atmosphere with regard to perceptions of the pre-service teachers. The participants were 98 third year (junior) pre-service teachers attending to classroom management course in a public university in Turkey. Action research methodology and mixed method were utilized to collect data in this study. The results showed that classroom management field was acknowledged very positively by the most of the pre-service teachers. The authentic activities utilized during the authentic instructions were positively recognized, although they admitted that all process was tiring and took long time. Although open ended questions yielded both positive and negative aspects, utilizing multi-assessment strategy was indicated mostly by the participants as highly effective. Findings indicated that employing constructivist assessment in teacher education may yield positive impacts especially when doing it learning by doing.

Keywords: multiple assessment, constructivism, teacher training, pre-service teachers

How to Cite this Article?

APA 7th edition
Gundogdu, K. (2015). An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education. International Journal of Progressive Education, 11(3), 50-63.

Harvard
Gundogdu, K. (2015). An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education. International Journal of Progressive Education, 11(3), pp. 50-63.

Chicago 16th edition
Gundogdu, Kerim (2015). "An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education". International Journal of Progressive Education 11 (3):50-63.

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