Conflicting Perspectives of Classroom Assessment Literacy Development Within an Initial Teacher Education Program: The Case of a Chilean Research-Intensive University

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Enhancing Teacher Confidence: The Role of Clinical Simulations and Comprehensive Assessment Training in Teacher Education (Table 8)

Abstract

We explore a reason underlying preservice teachers' lack of confidence in classroom assessment skills. As previously suggested, we explore three ITE programs' consistency of classroom assessment perspectives across courses. We analyzed course syllabuses from three ITE programs in a research-intensive university in Chile. We notice that the programs align better - but offer a partial coverage - of assessment skills related to a more traditional view of classroom assessment and lack essential aspects of formative perspectives such as self and peer assessment and self-regulated learning. We also notice a lack of logical progression and integration of how assessment knowledge and skills should develop among preservice teachers. We believe this proposal might inspire others to strengthen their ITE assessment training planning.

Authors

• Edgar Valencia, Pontificia Universidad Catolica de Chile

• Renata Castro, Pontificia Universidad Catolica de Chile

• Maximiliano Silva, Pontificia Universidad Catolica de Chile

• César Tabilo, Pontificia Universidad Catolica de Chile

• Valentina Troncoso, Pontificia Universidad Catolica de Chile

• Valentina Vásquez, Pontificia Universidad Catolica de Chile