Learning Through Tensions: Student Teacher Assessment Identity Development

• In Event: Assessment in Teacher Education: Examining Various Modes of Assessment "for," "of," "as" Teacher Learning

Abstract

Despite increased focus on building assessment literacy within initial teacher education (ITE) programs across Canada, beginning teachers continue to report feeling underprepared in assessment. The recent emergence of a new construct, teacher assessment identity, brings together teacher identity and assessment literacy literature to reconceptualize assessment education through an identity development lens. Our study examines assessment identity development through a case study of five student teachers within an Ontarian ITE program. Results showed that student teachers develop their assessment identities through the negotiation and resolution of tensions arising during their assessment learning and practice. Based on our findings, we offer an evidence-informed framework for facilitating assessment identity development that will support future research and assessment education.

Authors

• Jenny Ge, Queen's University

• Katrina Carbone, Queen's University - Kingston

• Michelle J Searle, Queens University Kingston Ontario

• Danielle LaPointe, Queen's University

• Christopher DeLuca, Queen's University - Kingston