Setting the Stage for Learning: Preservice Teacher Performance Assessment and Novice Teacher Assessment Literacy

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-14 - Teacher Testing as Tools for Learning? Teachers' Learning Amid Teacher Evaluation and Assessment Demands

Abstract

To address increasing national interest in teacher preparation, performance assessments, and novice teacher learning, this study examines whether and how a teacher candidate performance assessment contributed to teacher learning from teacher preparation through the first year of teaching, specifically focusing on the area of assessment literacy. Findings suggest that novice teachers’ practice of assessment can be traced back to the performance assessment, but that learning was attributable to a variety of factors beyond teacher preparation. Overall, this study contributes to the limited existing body of research that explores how performance assessments can serve as genuine vehicles for learning in and from one’s teaching over time.

Authors

• Audrey P. Rogers, Southern New Hampshire University

• Emilie Mitescu Reagan, University of New Hampshire

• Chris Ward, Upper Valley Educators Institute