Development of a Formative Assessment Instrument to Prepare and Politicize Inservice Reading Teachers for a Standardized Licensure Examination: A Pilot Study

Abstract

The mandate for USA reading teacher candidates to pass licensure exams can exclude their informed practices from an exam’s tested knowledge. To bridge this divide, seven candidates used a three-factor metacognitive awareness inventory for exam preparation. Although this pilot study represents a work in progress, findings present possibilities for future inventory development and political action. Key concepts include metacognition, authentic assessment, standardized testing, and social justice.

Author

• Brian Walker Johnson, Southern Illinois University Edwardsville