Exploring Signature Pedagogies for Preservice Assessment Education

• In Event: Assessing the Unexpected? Exploring Assessment in Preservice Teacher Education

Abstract

Despite a substantial body of literature and curricular initiatives devoted to preservice teachers’ assessment literacy development, little is known about what kinds of pedagogies are well suited to support their learning about assessment. This paper reports findings from the first two phases of our longitudinal, mixed-methods study that aims to investigate the assessment topics addressed and the pedagogies used by instructors to support preservice teachers’ learning about assessment in different courses of a two-year initial teacher preparation program. Findings indicate that the most discussed assessment topics during the first year of the participants’ teacher preparation program were “formative assessment,” “summative assessment,” and “feedback”. The most useful pedagogies identified by the preservice teachers were class discussion, group projects, and inquiry-based learning.

Authors

• Kim H. Koh, University of Calgary

• Olive Chapman, University of Calgary

• Nadia Delanoy, University of Calgary

• Zulay Diaz Caceres, University of Calgary

• Brit M Paris, Capilano University

• Brian Christopher Tidbury Gilbert, University of Calgary