Evaluating the Impact of an Assessment Course on Preservice Teachers' Classroom Assessment Literacy and Self-Efficacy

• In Event: 34.095 - MTCC Roundtable Session 11
  In Roundtable Session: 34.095-6 - Understanding Assessment in Preservice Teacher Preparation

Abstract

While educational policy has resulted in many teachers being responsible for developing and interpreting student growth measures, they generally lack adequate assessment literacy and feel ill-prepared to manage such tasks. This quasi-experimental study explores the impact of an applied assessment course on preservice teachers’ assessment literacy and self-efficacy, while also examining the intersection between these variables. Results indicate a significant increase in assessment literacy and self-efficacy after completing the assessment course. Assessment literacy and self-efficacy held a significantly negative relationship at pre-test and a significantly positive relationship at post-test, suggesting meta-ignorance existed regarding classroom assessment skills among preservice teachers.

Authors

• Lance Kruse, North Carolina State University

• Toni A. Sondergeld, Drexel University

• Whitney Impellizeri, Drexel University

• Claire Witherel, Drexel University