Pre-service teacher assessment practices : a gender-based analysis
Date
2001
Authors
Baer, Markus Rene
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Abstract
The purpose of this study was to provide further understanding of the emergent patterns of classroom assessment using fictional students' portfolios through a genderĀ based analysis of the practices noted among a group pre-service teachers (n=38) enrolled in the Faculty of Education at the University of Victoria. Participant diaries recorded as part of a larger investigation were analyzed across gender to determine if there were differences in reported assessment practices. Diary contents were categorized and coded for comparison using Atlas.ti software (Muhr, 1997). This analysis was conducted at various levels, ranging from a general examination of the diary structures to specified comparisons of the written contents. As an initial step, at-test was conducted on the length of the diary contents from all 38 participants, with the result that the response lengths were not significantly different across gender. Following this analysis, a detailed textual comparison using Atlas.ti was conducted. Both male and female participants recorded evaluative comments of students or student work; however, females offered more interventions and solutions as part of their assessment discussions than did their male counterparts. A higher number of inferences classifying students as possibly having a special education need were also recorded by the female pre-service teachers. Although this is consistent with previous studies identifying complex interaction effects between gender and assessment, limitations within this investigation call attention to future research. The finding that gender does not exhibit main effects but may be influential in such areas as student intervention feedback and the types of inferences made, suggests directions for further investigation.