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A qualitative study of in-service teachers' evaluation beliefs

Qiaoyan He (UGent) , Martin Valcke (UGent) and Antonia Aelterman (UGent)
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Abstract
Evaluation is traditionally seen as judgment to help teachers assess the educational outcomes. However, evaluation also plays an important role in the development of teaching and learning process as a key driving element. As evaluation is often used as a tool, it offers little opportunity for these attributes (learning environment, behaviour, competence and attitude) to develop. Thirty-one Chinese in-service teachers were interviewed to ascertain their evaluation beliefs In the classroom. The result shows that in-service teachers define their evaluation in terms of who, why, what, how and when to evaluate. Implications of this research suggest in-service teachers should have an integral role in designing a curriculum and systems relevant to the evaluation context if educational researchers are all concerned with their beliefs.
Keywords
beliefs, evaluation, in-service teachers, evaluation beliefs

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Chicago
He, Qiaoyan, Martin Valcke, and Antonia Aelterman. 2012. “A Qualitative Study of In-service Teachers’ Evaluation Beliefs.” In Procedia Social and Behavioral Sciences, ed. Z Bekirogullari, 69:1076–1085. Amsterdam, The Netherlands: Elsevier Science.
APA
He, Qiaoyan, Valcke, M., & Aelterman, A. (2012). A qualitative study of in-service teachers’ evaluation beliefs. In Z. Bekirogullari (Ed.), Procedia Social and Behavioral Sciences (Vol. 69, pp. 1076–1085). Presented at the 3rd International conference on Education and Educational Psychology (ICEEPSY 2012), Amsterdam, The Netherlands: Elsevier Science.
Vancouver
1.
He Q, Valcke M, Aelterman A. A qualitative study of in-service teachers’ evaluation beliefs. In: Bekirogullari Z, editor. Procedia Social and Behavioral Sciences. Amsterdam, The Netherlands: Elsevier Science; 2012. p. 1076–85.
MLA
He, Qiaoyan, Martin Valcke, and Antonia Aelterman. “A Qualitative Study of In-service Teachers’ Evaluation Beliefs.” Procedia Social and Behavioral Sciences. Ed. Z Bekirogullari. Vol. 69. Amsterdam, The Netherlands: Elsevier Science, 2012. 1076–1085. Print.
@inproceedings{3100342,
  abstract     = {Evaluation is traditionally seen as judgment to help teachers assess the educational outcomes. However, evaluation also plays an important role in the development of teaching and learning process as a key driving element. As evaluation is often used as a tool, it offers little opportunity for these attributes (learning environment, behaviour, competence and attitude) to develop. Thirty-one Chinese in-service teachers were interviewed to ascertain their evaluation beliefs In the classroom. The result shows that in-service teachers define their evaluation in terms of who, why, what, how and when to evaluate. Implications of this research suggest in-service teachers should have an integral role in designing a curriculum and systems relevant to the evaluation context if educational researchers are all concerned with their beliefs.},
  author       = {He, Qiaoyan and Valcke, Martin and Aelterman, Antonia},
  booktitle    = {Procedia Social and Behavioral Sciences},
  editor       = {Bekirogullari, Z},
  issn         = {1877-0428},
  language     = {eng},
  location     = {Istanbul, Turkey},
  pages        = {1076--1085},
  publisher    = {Elsevier Science},
  title        = {A qualitative study of in-service teachers' evaluation beliefs},
  url          = {http://dx.doi.org/10.1016/j.sbspro.2012.12.035},
  volume       = {69},
  year         = {2012},
}

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