Preservice Teachers' Questions About Classroom Assessment

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Applying Educational Psychology to Teaching and Learning (Table 15)

Abstract

The purpose of this qualitative study is to examine pre-service teachers’ questions and thinking about assessment concepts. Participants (n=51) were pre-service teachers enrolled in an undergraduate assessment course. The instructor modeled formative assessment by using questions submitted by students to plan course sessions. These questions were analyzed through a content analysis process. Collectively, students’ questions sought to clarify, connect, and apply information about assessment. Further, the content of students addressed planning and designing assessments, connecting assessment to instructional practices, and supporting student experiences with assessment. Understanding students’ actual questions about assessment can help instructors design courses that effectively bolster pre-service teachers’ assessment literacy and self-efficacy while meaningfully integrating content from other courses and field experiences.

Authors

• Natalie Schelling, Indiana University - Kokomo
  Presenting Author

• Lisa DaVia Rubenstein, Ball State University
  Presenting Author