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Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning
By Ayanaw Yigletu
The purpose of this study was to determine the extent to which professional development on assessment for learning improves pre-service teachers’ self-regulated learning. Helping students develop self-regulation abilities in learning and assessment remains difficult due to the widespread culture of summative assessment in teacher education. A one-group pretest-posttest quasi-experimental research design was utilized to explore the influence of professional development in implementing assessment for learning on pre-service primary mathematics teachers’ self-regulated learning skills. Three mathematics teacher educators who offered the algebra course, as well as their 52 students who attended the course, engaged in a job-embedded, context-specific, and content-based comprehensive professional development and training program on assessment for learning. A paired sample t-test result demonstrated that the self-regulated learning skills of pre-service teachers after the intervention were significantly higher than their self-regulated learning skills before the intervention, and there was a statistically significant mean difference between pre- and post-measurements of each of the achiever levels. Nevertheless, a one-way ANOVA showed that there was no statistically significant mean difference in the self-regulated learning skills across achiever levels after the intervention. This study contributes to our understanding of the influence of enhanced implementations of assessment for learning on students’ self-regulated learning skills. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The effect of assessment for learning on pre-service mathematics teachers’ higher-order thinking skills in algebra
By Ayanaw Yigletu
In teacher education, enhancing pre-service teachers' higher-order thinking skills (HOTs) is very crucial. The effect of comprehensive professional development in assessment for learning (AfL) on pre-service teachers' HOTs in an algebra course was investigated using a nonequivalent group quasi-experimental design. A total of 129 pre-service teachers who took the Fundamental Concepts of Algebra course from three different teacher education colleges [TECs] selected randomly from ten Ethiopian TECs, participated in the study. Among these students who attended the course, a group of 52 pre-service teachers with three mathematics teacher educators who gave them the course engaged in comprehensive training and professional development on AfL, while the remaining pre-service teachers were attending the course the usual way in two different TEC. A one-way ANOVA was used to determine whether there was a mean difference among the three groups and three achiever levels on their HOTs scores. The result showed that there is a statistically significant mean difference in the HOTs scores between pre-service teachers in the treatment group and the comparison groups. The results also showed that there was a statistically significant mean difference among the three achiever levels (low, medium, and high) in their HOTs scores in the treatment group before the intervention, but there was no statistically significant mean difference after the intervention. The implications of the results and recommendations are discussed. © 2023, Pharmaceutical Association of Serbia. All rights reserved.
The effectiveness of guided inquiry-based technology integration on pre-service mathematics teachers’ understanding of plane geometry
By Dereje Eshetu
The study investigated the effects of a technology-integrated guided inquiry-based approach on pre-service mathematics teachers' conceptual understanding of geometry when compared to a guided inquiry approach and a traditional teacher-centered approach. A non-equivalent pretest-posttest control group quasi-experimental design was used. A three-stage sampling techniques was adopted. Two colleges were purposively selected and assigned to experimental and control groups through simple random sampling. A total of 116 pre-service primary mathematics teachers were assigned into three groups: experimental group1 (n = 48), experimental group2 (n = 38) and traditional group (n = 30). Pretest and posttest data were collected using a two-tiered test, and were analyzed with descriptive statistics, sample paired t-test and one-way ANOVA. Compared to the other two groups, pre-service mathematics teachers who received a technology-integrated guided inquiry-based approach showed a greater level of conceptual understanding. In accordance with the results, some recommendations were made for mathematics teacher educators. © 2022, Duzce University, Faculty of Education. All rights reserved.
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