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Article Title:
ENHANCING THE INTEGRATION OF ASSESSMENT INTO CLASS TEACHING AND LEARNING: CASE OF KOREAN TEACHER EDUCATORS
| Abstract: This study presents findings on how teacher educators in Korea integrate assessment into class teaching and learning. Interview data were analyzed thematically with an assistance of MAXQDA software and abiding by the seven-stage analytic process and the grounded theory process. The findings revealed that despite assessing with a focus on grading, teacher educators exercise their autonomy in the classroom to assess recurrently, both formally and informally. Further, notwithstanding that the teaching profession in Korea owes its success to factors such as sociocultural legacies, strong political will, coordinated educational policies, and financial backing, the educational system as a whole is dogged by unbridled competition and an overemphasis of assessments for grading purposes rather than on improving learning. Research on classroom assessment has traditionally been focused on assessment and (or as) grading rather than assessment as an integral part of the learning process. The study provides several recommendations. For instance, teacher educators need to design and conduct assessment activities in a manner that students can appreciate assessment as an essential measure of how learning objectives are being accomplished and how they can move forward as improved learners after receiving feedback. |
| Keywords: Assessment, Assessment For Learning, Korea, Teacher Education, Teacher Educator. |
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