Learning to Assess: Establishing an Assessment Capacity Framework for Initial Teacher Education

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Narrowing Our Understanding of Initial Teacher Preparation Through Multifaceted Considerations (Table 30)

Abstract

Through an in-depth, cross-country study of preservice teachers in Australia, Canada, England, and New Zealand, this research presents a novel framework to support teachers as they learn to assess. Qualitative data including 1630 digital reflections from 374 preservice teachers and policy documents from across contexts were abductively analyzed to develop a framework for cultivating assessment capacity in initial teacher education. Underpinning the framework are four capacities that support teacher learning and practice in assessment: epistemic capacity, embodied capacity, ethical capacity, and experiential capacity. Each capacity is supported by reflective questions and foundational themes to guide teacher development and teacher education, which additionally serve as a basis for future research in the areas of assessment literacy and teacher education research.

Authors

• Christopher DeLuca, Queen's University - Kingston

• Jill Willis, Queensland University of Technology

• Bronwen Cowie, University of Waikato

• Christine Harrison, King's College London

• Andrew Coombs, Memorial University of Newfoundland