Preservice Teachers' Views on Summative and Formative Assessments in the Czech Context

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dc.contributor.authorSkutil, Martin
dc.contributor.authorKabadayi, Abdulkadir
dc.date.accessioned2024-02-23T14:49:30Z
dc.date.available2024-02-23T14:49:30Z
dc.date.issued2022
dc.departmentNEÜen_US
dc.description.abstractAssessment is an integral part of every educational process. The summative assessment focuses more on the current performance of students, on a summary of previous results. The formative assessment is more continuous, providing feedback on the progress made by the pupils. The paper aims to find out how preservice teachers perceive to study the field of teaching for younger primary school level of quantitative form of assessment, on the example of summative and formative assessment, and it focuses on how both these models, one traditional and the other innovative, are perceived by students in the field of young primary school teaching, i.e. preservice teachers. 129 preservice teachers participated in the study in Czech Republic. The target group was deliberately chosen because preservice teachers do not receive much attention in this area so far. A quantitative and qualitative approach was chosen to describe the current situation, and a questionnaire of our design was used as a research tool. Results show, that as the most suitable option, respondents choose a combination of quantitative and qualitative assessment, which can cover both of the above aspects. The fact that preservice teachers are aware of the strengths and weaknesses of both assessment types and consider this fact when applying them in pedagogical practice can be described as positive.en_US
dc.description.sponsorshipFaculty of Arts, Charles University in Pragueen_US
dc.description.sponsorshipThis paper was created with the support of the Faculty of Arts, Charles University in Prague.en_US
dc.identifier.endpage133en_US
dc.identifier.issn2408-2120
dc.identifier.issn2539-5947
dc.identifier.issue1en_US
dc.identifier.startpage120en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12452/18230
dc.identifier.volume8en_US
dc.identifier.wosWOS:000812727700003en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherSt Theresa Int Collen_US
dc.relation.ispartofSt Theresa Journal Of Humanities And Social Sciencesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAssessmenten_US
dc.subjectSchool Assessmenten_US
dc.subjectSummative Assessmenten_US
dc.subjectFormative Assessmenten_US
dc.subjectTeacher Trainingen_US
dc.subjectPreservice Teacheren_US
dc.titlePreservice Teachers' Views on Summative and Formative Assessments in the Czech Contexten_US
dc.typeArticleen_US

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