Teachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media types as representations of practice (video and written cases), the number of rehearsals, and the complexity of student thinking contribute to preservice teachers’ acquisition of assessment skills. Our findings indicated that participants benefited equally well from video and written cases. The number of necessary rehearsals depended on the complexity of student thinking to be assessed. This finding implies that specifics of the content to be assessed need to be taken into consideration when designing learning environments for practicing assessment skills.

中文翻译：

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提高职前科学教师通过基于实践的学习即时评估学生思维的技能

教师对学生思维的评估既难以实现，又对于科学课中持续互动的响应式教学至关重要。基于实践的学习原则为学习环境的设计提供了基础，使未来的教师能够完成这项具有挑战性的任务。在一项实验研究（N = 104）中，我们研究了使用不同媒体类型作为实践表现形式（视频和书面案例）、排练次数以及学生思维的复杂性对职前教师获得知识的程度。评估技能。我们的研究结果表明，参与者从视频和书面案例中同样受益匪浅。必要的排练次数取决于要评估的学生思维的复杂程度。这一发现意味着，在设计练习评估技能的学习环境时，需要考虑要评估的内容的具体情况。