Abstract: Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student’s learning gain and motivation. However, teachers rarely use assessment formatively to aid their students’ learning. Thus, reviewing the factors that limit or support teachers’ practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher’s change environment framework, reviews literature on formative assessment and presents a tentative model that illustrates the factors impacting teachers’ adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers’ practices of formative assessment.
Abstract: Rapid developments in technology in the present age
have made it necessary for communities to follow technological
developments and adapt themselves to these developments. One of
the fields that are most rapidly affected by these developments is
undoubtedly education. Determination of the attitudes of preservice
teachers, who live in an age of technology and get ready to raise
future individuals, is of paramount importance both educationally and
professionally. The purpose of this study was to analyze attitudes of
preservice teachers towards technology and some variables that
predict these attitudes (gender, daily duration of internet use, and the
number of technical devices owned). 329 preservice teachers
attending the education faculty of a large university in central Turkey
participated, on a volunteer basis, in this study, where relational
survey model was used as the research method. Research findings
reveal that preservice teachers’ attitudes towards technology are
positive and at the same time, the attitudes of male preservice
teachers towards technology are more positive than their female
counterparts. As a result of the stepwise multiple regression analysis
where factors predicting preservice teachers’ attitudes towards
technology, it was found that duration of daily internet use was the
strongest predictor of attitudes towards technology.