What Does a Relational Approach to Assessment Look Like in Preservice Teacher Education?

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-11 - Support, Relationships, and Discourse: Teachers and Teaching for a New World

Abstract

Relationships between teacher and student have been found to be an important aspect of teacher education. However, relationality is rarely privileged in assessment research or practice. This paper documents a case study of an assessment designed around positive reciprocal relationships in a pre-service teacher education course at an Australian university. One hundred and seventy three pre-service teachers wrote ‘thank you’ notes for their own students. Drawing on a Bourdieun notion of ‘gifting’, as well as theories of assessment and self-determination, we found evidence of meaningful relationships being fostered through the task. We argue that relationality is a neglected but promising priority for future assessment practice and research.

Authors

• Phillip Dawson, Deakin University

• Andrew Eyers, Deakin University

• Glenn Auld, Deakin University