Please use this identifier to cite or link to this item: http://hdl.handle.net/1880/50598
Title: Developing Preservice Teachers' Assessment Literacy: A Problem-Based Learning Approach
Authors: Koh, Kim
Issue Date: May-2014
Citation: Koh, K. "Developing Preservice Teachers' Assessment Literacy: A Problem-Based Learning Approach". 2014. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to Challenge Conference, pp. 113-120. Calgary, Canada: Werklund School of Education, University of Calgary.
Abstract: The changes in the provincial achievement assessments reflect the government’s initiatives to provide every child with the opportunity to master core subject areas and contemporary competencies. The success of these initiatives requires Alberta teachers to be competent in using authentic assessment and assessment for learning (AfL) strategies. Assessment curriculum in preservice teacher education plays a pivotal role to prepare student teachers to become assessment literate. Using Lee Shulman’s signature pedagogies, this paper aims to discuss the rationale for and the benefits and challenges of adopting a Problem-based Learning (PBL) approach in an assessment course taught at the University of Calgary.
URI: http://hdl.handle.net/1880/50598
ISBN: 978-0-88953-376-9
Appears in Collections:IDEAS 2014: Rising to the Challenge

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