The Impact of Experiencing Proficiency-Based Learning on Preservice Teacher Perspectives on Assessment and Grading

• In Event: Sheraton Roundtable Session 30
  In Roundtable Session: Innovative Pedagogy of Teacher Education and Its Impact on Preservice Teachers

Abstract

This study uses a survey to investigate the impact of a proficiency-based learning (PBL) experience on preservice teacher (PST) perspectives on assessment and grading. Preliminary analysis of pre- and post-PBL survey responses suggest that after experiencing PBL in a teacher education course, PSTs were increasingly aware of the importance of assessing individual progress as well as the utility of assessment for the teacher (i.e. to inform teaching) and to the student (i.e. promoting self-awareness). In addition, experiencing PBL problematized traditional A-F grading systems for many PSTs, many of whom reported an awareness of limitations that was not apparent in their pre-PBL responses. Implications are offered for preservice teacher education.

Authors

• Jessica DeMink-Carthew, The University of Vermont

• Carmen Petrick Smith, The University of Vermont

• Alan Scott Tinkler, The University of Vermont

• Barri E. Tinkler, Missouri State University