Assessment Practices in Transition: Studying Preservice Teachers Into Their First Year of Teaching (Poster 25)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Classroom Assessment SIG Poster Session

Abstract

This study examined pre-service teacher preparation for assessment within the context of a residency preparation model. Research indicates that residencies are effective forms of preservice education and address documented gaps in preparation through the extended placement guided by an expert mentor. Study findings contribute to preservice preparation by exploring assessment beliefs and practices of teachers as they completed preservice training and their first year of teaching. Thirty-two preservice residents were interviewed at four-time points. Findings indicate teachers developed assessment literacy knowledge and skills aligned with contemporary conceptions of assessment literacy and emphasized the use of assessment to support learning. As teachers completed their first year of teaching, assessment practices reflected more complex understandings of district policy and equity-focused assessment methods.

Authors

• Lisa M. Abrams, Virginia Commonwealth University

• Bailey Joan Bontrager, Virginia Commonwealth University

• Tanushree Banerjee, Virginia Commonwealth University

• Jeen Mariam Joy, Virginia Commonwealth University

• Brittany Jones, University at Buffalo - SUNY