Digging Deeper: Preservice Teachers Attitudes Towards Ungraded Multimodal Portfolio Assessments in a Teacher Education Program

• In Event: AERA Poster Session Saturday 11:45 am
  In Poster Session: Foundations of Teaching and Teacher Education for Socio-Cultural, Racial, and Intersecting Minoritized Identities

Abstract

This paper focuses on preservice teachers' attitudes towards ungraded multimodal portfolio assessments experienced in a social-justice oriented Teacher Education Program (TEP). Central to this qualitative study is literature on teacher education, ungrading, portfolio assessments and the theoretical framing of humanizing pedagogies (Andrews et al. 2019). For this multi-year modified grounded theory project, data included 213 surveys and 15 semi-structured interviews with student teachers enrolled in a university-based post-degree TEP. Findings suggest that preservice teachers gain better clarity on social justice topics when working outside of the traditional assessment constraints. Furthermore, preservice teachers described shifting from skepticism to a feeling of liberation when curating their ungraded multimodal portfolio.

Authors

• Amrit Kaur Cojocaru, Simon Fraser University

• Shaghayegh Bahrami, Simon Fraser University

• Pooja Dharamshi, Simon Fraser University