Tracking the Development of Assessment Literacy: Preservice Teacher Trajectories

• In Event: Preparing Preservice Teachers for Literacy Teaching and Learning

Abstract

Preservice teachers develop assessment literacy through their teacher education program, but research indicates that they enter teaching with only an emergent understanding of the complexities and technical skills involved in assessing students’ learning. This paper describes a longitudinal study which tracked eight teachers’ assessment literacy development. Qualitative data was gathered and a 10-dimensional rubric was developed which describes aspects of assessment literacy. Teachers were scored at four significant stages of their program, leading to the construction of graphical displays of individual teacher’s progress. These illustrate their assessment learning trajectory. Key contributors the teachers’ learning about assessment were identified. This paper makes the case for designing a customised rubric to track preservice teachers’ assessment literacy development.

Author

• Frances Edwards, The University of Waikato