Preparing Assessment Capable Teachers: A Multidimensional Framework for Initial Teacher Learning in Assessment

• In Event: Embracing Assessment Complexity in Teacher Education: Critiquing Practices, Instruments, and Program Commitments

Abstract

The objective of this paper is to present a framework that characterizes assessment education as based on data from Australia, Canada, England, and New Zealand. In each country context, we examine the policies, programs, and practices of assessment education as well as teacher candidates’ experiences of assessment learning. Drawing on diverse country perspectives, we present a framework for initial teacher learning in assessment that recognizes assessment capability and assessment learning as situated within complex systems of beliefs, knowledge, practices, resources, and policy, as mediated by a diversity of factors. Taken together, our framework provides an international perspective on the initial development of assessment capable teachers and provides a foundation for theorizing new directions and possibilities for assessment education.

Authors

• Christopher DeLuca, Queen's University - Kingston

• Jill Willis, Queensland University of Technology

• Bronwen Cowie, University of Waikato

• Christine Harrison, Kings College, London

• Andrew Coombs, Memorial University