Incorporating a Collaborative Assessment Exchange Project With Preservice Teachers and Administrators: Getting to Know Educator Pedagogy From Two Perspectives

• In Event: Innovations in Preservice Teacher Education: Evaluation and Assessment

Abstract

This presentation integrates scholarly research from adult learning and aspects of the research agenda proposed by the AERA panel of research and teacher education shared by Zeichner (2005). Researchers discuss how they have incorporated the concept of mindful practice to design and implement an exchange project with an emphasis on assessment between two programs. This project entailed the submission of “authentic” artifacts from pre-service teachers’ student teaching experiences. In turn, the aspiring administrators provided the teacher candidates with a detailed analysis of submitted artifacts via the application of an assessment rubric. Lessons learned are shared along with implications for practice and extension of existing lines of inquiry.

Authors

• Mary E. Yakimowski, University of Connecticut

• Michael P. Alfano, University of Connecticut