Assessment Courses in ESOL Teacher Education Programs: Alignments and Gaps in Teacher Candidates' Preparation

• In Event: Decolonizing Literacy Methods: Exploring the Interconnectedness of Practices for Deepening Teacher Knowledge

Abstract

This presentation reports on a descriptive mixed-methods study of assessment courses in teacher preparation programs. Nationally recognized programs for pre-service English as a second language (ESOL) teachers in Grades PreK-12 were examined to determine alignment of courses with professional standards and the research base on teacher assessment literacy, as well as to identify commonalities and differences in courses.

Instructors of 48 assessment courses in 22 states were invited to participate in this study, which consisted of an online survey, interviews, and a review of course syllabi. Results indicate that most courses provide preparation on classroom-based assessment but that gaps exist between course content, professional standards, and research studies. Implications for ESOL assessment course design will be discussed.

Authors

• Lorraine Valdez Pierce, George Mason University

• Thuy Tu, George Mason University