Preparing Preservice Teachers for Assessment of, for, and as Learning

• In Event: Teaching on Assessment: Implications for Preparing Teachers

Abstract

Educational research increasingly makes clear the profound effects classroom assessment can have on students (e.g., Black & Wiliam, 1998; Hattie, 2017). Popham (2018) has even claimed that advancing teachers’ understanding of how to conceptualize, develop, and use assessment is the most cost-effective educational reform available. These statements of impact intersect with a reality where pre-service teacher candidates continue to struggle with assessment competencies (e.g., supporting student use of feedback) relative to other demands of their aspired employment (e.g., creating a supportive learning environment; Stanford Center for Assessment, Learning and Equity, 2018). DeLuca and Klinger (2010) also reported that early career teachers are especially unprepared for assessment in their pre-service education. Teacher assessment literacy (Stiggins, 1991) has become a prominent focus in educational policy and professional development initiatives, but how can instructors in pre-service teacher education programs contribute to this important aspect of teacher growth?

In this presentation, we first consider the role that assessment plays in the decision making of teachers and students. We further consider what defines an assessment literate teacher, then review contemporary literature on teacher development. Last, we describe learning opportunities and pedagogical strategies to move pre-service teachers toward a capacity to engage in assessment of, for, and as learning. We suggest three broad goals for future teachers:
1. Know what assessment is and why we do it.
2. Establish a mindset and approach for doing assessment well.
3. Prepare to collect and make good use of evidence of student learning.

As a central question, we consider how we can help teacher educators and pre-service teachers master assessment principles, envision their roles as assessors, and gain experience in planning, developing, using, interpreting, evaluating, and revising assessment that is appropriate and effective. We present example tasks and strategies that could be applied in a course on student assessment as well as in other courses and clinical experiences in a pre-service program. The session attendee will leave with a more nuanced understanding of how to engage pre-service teachers to develop a unique and powerful aspect of professional competence. Detailing instructional elements that may be implemented in teacher preparation programs will provide guidance to those tasked with preparing a workforce of effective teachers.

Authors

• Chad M. Gotch, Washington State University

• Dustin Sonny James Van Orman, Washington State University - Pullman

• Kira Joy Carbonneau, Washington State University - Pullman