Engaging in Formative Assessment: Examining the Role of Licensure Area in State-Mandated Performance Assessments

• In Event: Preservice Teachers' Understandings and Practice in Formative Assessment and Grading

Abstract

Using formative assessment systematically is a strong contributor to effective teaching. For this reason, understanding the impact of performance assessments on the ways in which candidates use and describe formative assessment is of great importance. Through a comparative analysis of two candidate performance assessments –an instructional unit plan and edTPA - this paper examines how the design of each mandated assessment shaped the purposeful implementation of formative assessment. Findings illustrate that each mandated assessment elicited positive demonstrations of formative practices, but each also constrained those demonstrations in systematic ways by teacher candidates in different programs, levels, and subject areas. Within each format, the licensure area of the teacher also played an influential role in shaping formative assessment practices.

Authors

• Julie S. Kalnin, University of Portland

• Patricia D. Morrell, University of Portland

• Richard S. Christen, University of Portland

• Peter R. Thacker, University of Portland