Prospective Teachers' Emotions and Perspectives Around Being Assessed and Evaluated: Implications for Professional Practice

• In Event: Moscone Center North Roundtable Session 4
  In Roundtable Session: Principals' and Teachers' Perceptions of Social and Emotional Learning Practices and Classroom Evaluations

Abstract

This paper represents a slice of a larger collaborative self-study which investigated how assessment and feedback practices might better foster self-regulated learning in a way that is sustainable and equitable for faculty and for students. Prospective teachers need self-awareness of their own emotions, as well as the ability to regulate their emotional responses, in order to cultivate the best outcomes for their future students. These research questions frame this particular study:
• What emotions and perspectives do pre-service teachers demonstrate and report around being assessed and evaluated?
• Given these emotions and perspectives, what are the implications for their future practice as educators? And what are the implications for faculty actions related to assessment and evaluation of pre-service teachers?

Author

• Elizabeth Hope Dorman, Fort Lewis College