TY  - BOOK
AU  - Shatila,Ahmad
AU  -  Adada, Nisrine
AU  -  El-Chami, Mona
TI  - Assessment Practices in Teacher- preparation Programs in Higher Education in Lebanon
T2  - Recherches Pédagogiques
PY  - 2012///
CY  - Beirut
PB  - Université Libanaise-Faculté de Pédagogie
KW  - Préparation des enseignants
KW  - Teachers preparation
KW  - اعداد المعلمين
N1  - النوع : Article
N2  - The purpose of this study was to examine the assessment practices in teacher education programs in Lebanon in a number of participating universities. The following dimensions of assessment were set as framework of analysis: the presence of clear program/department outcomes, direct and indirect assessment of those outcomes, frequency of assessment (multiple administrations), use of various ways of assessment, and implementation of alternative, authentic, and self-assessment. Data were collected through an open-ended questionnaire, syllabi of different categories of courses, and university catalogues. Results showed that: indirect assessment of program outcomes is almost absent; a heavy emphasis on paper-pencil exams still prevails, with high weight attributed to this form; usage of alternative forms of assessment is more evident in practicum courses than in other categories of courses; and opportunities for self, authentic, and formative assessment are still minimal
ER  -