Knowledge of Learners in Context: Teacher Candidate Performance Assessment and Novice Teacher Learning

• In Event: Sheraton Roundtable Session 26
  In Roundtable Session: Assessing Preservice Teachers' Performance

Abstract

In the field of teacher preparation, there have been resounding calls for teacher candidate performance assessments that reflect the complexity of teaching and learning and have the capacity to assess preservice teachers’ practice in context. However, there is limited research on how these assessments facilitate and support novice teacher learning and practice. In this study, we explore how a statewide teacher candidate performance assessment elicits preservice and novice teachers’ knowledge of learners in context. Drawing on multiple data sources, we analyze the specific knowledge assessed in the performance assessment, and we examine how teachers take up their knowledge of learners in context during preservice teacher preparation and in the first year of teaching.

Authors

• Emilie Mitescu Reagan, University of New Hampshire

• Kathryn McCurdy, University of New Hampshire

• Megan L. Birch, Plymouth State University

• Audrey P. Rogers, Southern New Hampshire University

• Diana L Sherman, Saint Anselm College

• Dianna L. Gahlsdorf-Terrell, Saint Anselm College