Talking About Assessment: Teacher Interns' Discussions of Assessing K–12 Students' Knowledge and Skills

• In Event: Roundtable Session 31
  In Roundtable Session: Teachers' Beliefs About and Uses of Assessment

Abstract

Today’s schools demand that classroom teachers effectively utilize student assessment data. Despite this need, teacher education programs struggle to adequately address effective uses of data in their work with new teachers (National Council on Teacher Quality, 2012). This qualitative study examined perceptions of pre-service teacher interns engaged in the assessment process. Secondary and special education interns discussed their experiences in assessment-focused seminars. Findings show variations in the depth of the interns’ reflections. Overall, the interns’ reflexivity about assessment practices increased. The content of interns’ reflections changed from self-oriented to student-oriented issues after annotating student work. Interns shared concerns about creating and implementing appropriate formative assessments system required summative assessments. Themes specific to special education preservice and secondary interns are discussed.

Authors

• Karen L. Kortecamp, The George Washington University

• Elisabeth K. Hess Rice, The George Washington University