A Teacher Learning Progressions Approach to Investigating Preservice Teachers' Real-Time Formative Assessment Practices With English Learners

• In Event: Finding Language for Linguistic Justice in Teacher Education

Abstract

Extensive evidence indicates formative assessment (FA) practices can improve students’ learning and narrow achievement gaps (Black & William, 1998; Hattie, 2009, 2012). Yet little empirical work has examined teachers’ developmental trajectories with “high-leverage” FA moves, despite the fact novice teachers often serve in marginalized communities (Gagnon & Mattingly, 2012). This qualitative study across diverse contexts investigated preservice teachers’ (PSTs) moves for posing questions, pausing for student think time, and probing for elaboration. Triangulation of video-recorded and interview evidence found evidence that PSTs enacted moves such as posing questions with higher proficiency in smaller configurations, but tended to seek correct answers when pausing, relying on recasting English learners’ utterances to obtain language clarification, rather than probing for deeper understanding of content.

Authors

• Carrie Holmberg, San José State University

• Adria Patthoff, University of California - Santa Cruz

• Brent Duckor, San José State University

• Kip T. Tellez, University of California - Santa Cruz