Examining Assessment Literacy Development Through Practicum-Based Mentorship: A Systematic Review

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: From Mentorship to Classroom Innovation: Supporting Teachers’ Assessment Literacy

Abstract

This systematic review synthesizes 18 empirical studies that examine how preservice teachers develop assessment literacy through guided mentorship during practicum experiences. The review explores how mentor teachers have modeled assessment practices, how preservice teachers have developed through practicum experiences, and challenges to developing assessment literacy in these experiences. Using PRISMA protocols, studies were selected from three academic databases and analyzed to identify key themes. Findings suggest that mentor-mediated experiences help preservice teachers bridge theory and practice, however, persistent disconnect exists between coursework and classroom realities, along with inconsistent practicum structures, limit learning outcomes. The review calls for stronger mentorship models, expanded authentic assessment experiences, and improved alignment between coursework and field-based learning in teacher education programs.

Authors

• Oluyemisi Ajoke Oloniyo, Washington State University

• Chad M. Gotch, Washington State University