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dc.contributor.authorVeldhuis, Michiel
dc.contributor.authorHeuvel-Panhuizen, Marja van den
dc.date.accessioned2015-11-11T15:26:26Z
dc.date.available2015-11-11T15:26:26Z
dc.date.issued2014-01-23
dc.identifier.issn1932-6203
dc.identifier.urihttp://repositorio.minedu.gob.pe/handle/123456789/3673
dc.descriptionEn: PLOS One, DOI: 10.1371/journal.pone.0086817es_ES
dc.description.abstractThe aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers’ assessment of their students’ understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers’ classroom assessment practice.es_ES
dc.language.isoenes_ES
dc.publisherPLOSes_ES
dc.subjectPsicometríaes_ES
dc.subjectEvaluación del docentees_ES
dc.subjectEnseñanza de las matemáticases_ES
dc.subjectCuestionarioes_ES
dc.subjectEducación primariaes_ES
dc.subjectHolandaes_ES
dc.titlePrimary School Teachers’ Assessment Profiles in Mathematics Educationes_ES
dc.typePaperes_ES


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