Developing an Inclusive Classroom Assessment Framework for Examining Teacher Candidates' Beliefs

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-10 - Teacher Candidates' Understandings and Uses of Assessment

Abstract

To identify teacher candidates’ needs for training in inclusive classroom assessment, an innovative assessment model, consisting of four concepts of assessment for, as, of learning as well as accommodations and modifications, was built to compare with questionnaire responses from a group of Canadian teacher candidates. Our findings show five beliefs held by pre-service teachers: (1) accommodations and modifications for students with diverse needs, (2) assessment of learning, (3) assessment as learning, (4) misconceptions of inclusive assessment, and (5) negative beliefs about assessment for learning. Contrary to expectations, assessment concepts are not fully interrelated with each other in teacher candidates’ belief systems. Participants may also have some misconceptions about inclusive assessments given that they possessed positive beliefs toward them.

Authors

• Pei-Ying Lin, University of Saskatchewan

• Yu-Cheng Lin, University of Texas at El Paso