Izvorni znanstveni članak
https://doi.org/10.59549/n.166.1-2.2
Competencies of Future Teachers for Assessing Student Achievement in Science and Social Studies Classes
Alena Letina
orcid.org/0000-0001-7065-6660
; Sveučilište u Zagrebu Učiteljski fakultet
*
Marcelija Ćibarić
; Sveučilište u Zagrebu Učiteljski fakultet, Zagreb, Hrvatska
* Dopisni autor.
Sažetak
This paper presents the results of a study aimed at examining how teacher education students self-assess their competencies for implementing assessment in Science and Social Studies instruction. The study was conducted on a sample of 123 students from the Faculty of Teacher Education, University of Zagreb. The findings indicate high self-assessed knowledge of fundamental assessment concepts, which does not align with students’ actual understanding of these concepts. Students demonstrate a greater inclination towards implementing alternative rather than traditional forms of assessment. They generally perceive their abilities to conduct assessment processes in Science and Social Studies instruction as well-developed. Based on the results, recommendations are proposed to enhance initial teacher education by strengthening the theoretical knowledge of assessment, integrating it with practical experiences, and fostering critical reflection on the application of different assessment approaches in Science and Social Studies instruction.
Ključne riječi
assessment literacy; education; initial teacher self-assessment of competencies
Hrčak ID:
332339
URI
Datum izdavanja:
17.6.2025.
Posjeta: 591 *