Empowering Early Childhood Preservice Teachers to Enact Equitable and Fair Assessments in Diverse Classrooms

• In Event: The Preparation of Preservice Teachers in Elementary and Early Childhood Education

Abstract

This qualitative case study explored how seven early childhood education preservice teachers (PSTs) were empowered to enact equitable and fair assessments in an assessment course paired with field-based experiences in diverse classrooms. Three semi-structured interviews with each participant and artifacts they created were collected. The findings demonstrate that the PSTs perceived their increased confidence in assessing diverse children as they utilized the newly gained assessment knowledge and skills. They also demonstrated their understanding of their professional roles as assessors who need to advocate fair assessment for diverse children. This study provides valuable insights into the importance of providing coursework and field experiences designed to develop PSTs’ capabilities and a sense of responsibility for their assessment practices for diverse children.

Authors

• Sehyun Yun, Ball State University
  Presenting Author

• Julie K. Kidd, George Mason University
  Presenting Author

• Leslie La Croix, George Mason University
  Presenting Author