期刊名称：Electronic Journal of Research in Educational Psychology
电子版ISSN：1696-2095
出版年度：2017
卷号：15
期号：1
页码：185-200
DOI：10.14204/ejrep.41.16024
出版社：University of Almeria
摘要：Introduction. Despite the fact that the capacity of non-written sources (NWS) understandingis included in the Spanish secondary education curriculum, no research has addressed thiscompetence. The main objective of this study is analysing how teachers consider NWS understandingthat should be assessed to help decide which kind of support give to students.Method. First, a model was developed of what NWS understanding implies. Then, 148 primaryschool teachers in Spain designed tasks to assess the understanding of two NWS. Followingthis, two judges assessed the proposed tasks according to the initially specified model.We analyzed the fit of teachers' assessment tasks to the proposed model by conducting percentageanalyses and a hierarchical loglinear analysis.Results. Teachers' assessments were shown to be unsystematic and were generally composedof tasks of a low level of complexity. Nearly all of them included ambiguous questions orquestions which were irrelevant for testing understanding. The proposed tasks correspondedto different profiles, some of which fitted the proposed ideal model.Conclusion. Some changes should be made in teacher education in order to foster students'competency for NWS understanding, especially to detect students' difficulties so that they canbe presented with suitable feedback.
关键词：Assessment for learning; non-written sources; understanding; teacher education.
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