A1 Journal article (refereed)
Assessment conception patterns of Finnish pre-service special needs teachers : the contribution of prior studies and teaching experience (2022)

Kyttälä, M., Björn, P. M., Rantamäki, M., Närhi, V., & Aro, M. (2022). Assessment conception patterns of Finnish pre-service special needs teachers : the contribution of prior studies and teaching experience. European Journal of Special Needs Education, 37(1), 131-145. https://doi.org/10.1080/08856257.2020.1853972

JYU authors or editors

Publication details

All authors or editors: Kyttälä, Minna; Björn, Piia Maria; Rantamäki, Milla; Närhi, Vesa; Aro, Mikko

Journal or series: European Journal of Special Needs Education

ISSN: 0885-6257

eISSN: 1469-591X

Publication year: 2022

Publication date: 18/01/2021

Volume: 37

Issue number: 1

Pages range: 131-145

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/08856257.2020.1853972

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/73779

Abstract

The main aim of this study was to investigate how Finnish pre-service special needs teachers’ (N = 134) assessment conceptions, prior academic studies in special education and teaching experience together cluster into different patterns representing different student types. Their assessment conceptions formed three main factors: 1) assessment measures learning, 2) assessment supports teaching and learning, and 3) assessment as a harmful action. All three factors were emphasised differently in each pattern. Assessment conceptions, prior studies, and teaching experience were clustered together in three different patterns: Assessment Criticals, Assessment Positives, and Assessment Cautious. The Assessment Criticals emphasised assessment as a harmful action, and they had fewer prior studies and less teaching experience. The Assessment Positives emphasised assessment for teaching and learning, and they had more prior studies and less teaching experience. Finally, the Assessment Cautious emphasised assessment of learning, and assessment as a harmful action, and they had more studies and more teaching experience. This study shows that relative to national guidelines, students have very different starting points for professional growth during studies. Additionally, this study will discuss the implications for special needs teacher education.

Keywords: special education (teaching); evaluation; special needs teachers; conceptions; teacher training

Free keywords: assessment conceptions; assessment skills; assessment of learning; assessment for learning; pre-service special needs teacher; special needs teacher education

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 1