Assessment conception patterns of Finnish pre-service special needs teachers: the contribution of prior studies and teaching experience

Abstract

<p>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.<br></p>