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Performance-Based Assessment Evaluated by Croatian Preschool Teachers and Students: Implications for Study Program and Practice Modifications

Performance-Based Assessment Evaluated by Croatian Preschool Teachers and Students: Implications for Study Program and Practice Modifications
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Author(s): Sanja Tatalović Vorkapić (University of Rijeka, Croatia) and Vesna Katić (University of Rijeka, Croatia)
Copyright: 2017
Pages: 38
Source title: Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-1624-8.ch051

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Abstract

Performance-based assessment strongly relies on the observation of children's behavior, preschool teachers' objectivity and accuracy, and presents a significant part of documenting children's development. Therefore, the main aim of this chapter is to analyze the PBA-use and its evaluation by Croatian preschool teachers and students from the Faculty of Teacher Education, University of Rijeka. 60 undergraduate students and 64 preschool teachers participated in this empirical research by filling out self-rated questionnaires. As it was expected, students and preschool teachers demonstrated positive attitudes toward PBA and its documentation in general and if it is applied (will be applied) in practice. However, the students' positive attitudes, satisfaction and perceived usefulness of PBA are significantly higher than those of preschool teachers. These last findings definitely imply the need for modifications of the policy of the preschool education system, as well as significant changes that should be done in practice and relevant study programs.

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