Exploring Teacher Candidate Perspectives on What Defines an Educative Assessment

• In Event: Roundtable Session 13
  In Roundtable Session: Preservice Teachers' Emergent Understanding of Standards and Assessment

Abstract

In order to identify how teacher candidates define an educative assessment, this study collates teacher candidate perceptions of consequential assessments from a teacher education program at a large research-intensive university in Colorado. Through qualitative analysis of interviews, this study describes how teacher candidates perceive and engage with national, state, and district performance assessments. Our findings suggest that candidates were more likely to see a program assessment as educative if it was perceived to be (1) privileging or enhancing existing professional relationships (2) yielding new insights, and/or (3) aligned with his self-identification as a teacher or student. These findings indicate that schools of education can increase the educative value of assessments by considering how teacher candidates respond to institutional evaluations.

Authors

• Emily Claire Price, University of Colorado - Boulder

• Mary Rose Kelly, University of Colorado - Boulder

• Ashley Seidel Potvin, University of Colorado - Boulder

• Maravene Taylor-Heine, University of Colorado - Boulder

• Rebecca G Kaplan, University of Colorado - Boulder

• Christie-Anne Putnam, University of Colorado - Boulder

• Angela Munroe, University of Colorado - Boulder