Evaluation Literacy in Praxis: The Role of Internship on Evaluation Literacy of Preservice Teachers

• In Event: Dimensions of Newly Hired Teachers' Understanding and Praxis

Abstract

The purpose of this research was to explore how much the internship experience affects the basic concepts of the pre-service teacher's evaluative knowledge. Based on a sample of 130 teacher candidates enrolled in a semester-long assessment course at one teaching qualifying training program at two universities in Italy, this study provided evidence that teacher candidates with more hours of internship carried out tend to develop assessment knowledge that is more related to the school environment and less abstract and generic. They are more inclined to grasp aspects of formative assessment, not just summative. The proposal offers evidence that supports the importance of the practical training of pre-service teachers also with regard to evaluation literacy.

Authors

• Laura Sara Agrati, University of Bergamo - Bergamo

• Viviana Vinci, University Mediterranea of Reggio Calabria