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100	1		_aShatila, Ahmad
245	1	0	_aAssessment Practices in Teacher- preparation Programs in Higher Education in Lebanon
260			_aBeirut _bUniversité Libanaise-Faculté de Pédagogie _c2012
300			_a61-78 pages
490	0		_aRecherches Pédagogiques _v22
500			_aالنوع : Article
520	3		_aThe 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.
650		4	_aPréparation des enseignants
650		4	_aTeachers preparation
650		4	_aاعداد المعلمين
700			_a Adada, Nisrine
700			_a El-Chami, Mona
856			_zLAES
942			_cLAESDATA
999			_c20328 _d20328