Akademik Veri Yönetim Sistemi
British Society for Research into Learning Mathematics, Manchester, Birleşik Krallık, 08 Mart 2008, ss.1-2
The main purpose of the study is to explore the assessment perspectives of mathematics student teachers within a framework of six categories of assessment which reflect assessment dilemmas faced during the practice of teaching. Turkish national education is in the middle of a radical curriculum reform based mainly on constructivist theories. We believe that the student teachers should be ready for the changing requirements of the new mathematics curriculum. Data was collected from 50 student teachers who just finished the mathematics teacher education program but not yet started to teach professionally. Data collection instruments are questionnaires, practice teaching portfolios and semi-structured interviews. The questionnaire data were analysed using descriptive and inferential statistics. Data from the interviews and student teachers’ reports is used to explore reasons for the trends emerged. Data indicated tensions in perspectives between the psychometric paradigm which is influenced by the assessment practices in their pre-university school years and the ‘assessment paradigm’ (Gipps, 1994) which emphasised in the teacher education program.