Assessment Literacy Development: Exploring the Influence of Assessment Courses and Student Teaching on Beginning Teachers

• In Event: 25.082 - Fairmont Royal York Roundtable Session Three
  In Roundtable Session: 25.082-3 - Classroom Assessment Theory and Practice

Abstract

We analyzed teacher candidates’ classroom assessment approaches at three points in their pre-service program: (1) prior to an assessment course; (2) after their assessment course; and (3) after 10 weeks of student teaching. Cooperating teachers’ approaches to assessment were also analyzed and compared to student teachers’ responses. Results from this survey-based study indicated teacher candidates’ approaches to assessment process, fairness, and theory were homogenous over time, while their approach to assessment purpose remained heterogeneous. Cooperating teachers’ and teacher candidates’ assessment approaches were not closely aligned at any point. This study contributes understandings about the diverse roles of teacher education experiences on teachers’ developing assessment literacy. Results suggest implications for pre-service programming; specifically, the structure of assessment education in educator preparation.

Authors

• Christopher R. Gareis, College of William and Mary

• Andrew Coombs, Queen's University - Kingston

• Nicole Barnes, Montclair State University

• Christopher DeLuca, Queen's University - Kingston

• Kay Uchiyama, University of West Florida