Examining Preservice Teachers' Formative Assessment Planning

• In Event: AERA Poster Session 6
  In Poster Session: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction (San Diego)

Abstract

Teacher education is an essential time for preservice teachers to learn effective assessment practices, particularly formative assessment. However, to attune our practices, teacher educators need a description of how preservice conceive of assessment to guide their learning. In this study, we situated a national sample of preservice teachers (N = 112) in dilemmas of practice and elicited conceptions, intuitions, and rationales for multi-disciplinary formative classroom assessment. We followed up with a nested sample of participants (n = 40) for 45-minute interviews to further probe assessment conceptions for their future classrooms. We report on results from our preliminary analysis and discuss implications for research and supporting preservice teachers’ development in formative assessment.

Authors

• Dustin Sonny James Van Orman, Washington State University - Pullman

• Chad M. Gotch, Washington State University

• Kira Joy Carbonneau, Washington State University - Pullman