Novice Teachers' Formative Assessment Practices to Provide Meaningful and Equitable Student Learning

• In Event: Classroom Assessment: Innovation Trends to Enhance Student Learning

Abstract

This paper discusses a year-long, multi-case study that followed six initial teacher licensure program graduates into their first full-time classrooms to observe how formative assessments (FAs) were used to help students have successful and equitable learning experiences. Evidence shows participants were effective in using FAs to impact student achievement and that their educator preparation program (EPP) is mostly effective in preparing teachers to use FAs. However, while participants frequently used FAs learned from their EPP, much less apparent and explicit was use of FAs as a part of a purposefully planned equitable learning system. Findings suggest EPP improvement including coursework and clinical practice adjustments to improve teacher candidates experiences and success as beginning teachers so students have enhanced learning opportunities.

Authors

• Alicia Wenzel, Western Oregon University

• Katrina A. Hovey, Western Oregon University