09 SES 13 B JS, Developing the Assessment Capacity of Teachers and Intending Teachers: Theory and Practice (Part 1)
Joint Symposium NW 09 and NW 10 to be continued in 09 SES 14 B JS
While there has been substantial research into teacher education programming and pedagogy in recent years (Hollins and Guzman, 2005), few studies have focused specifically on structures for enhancing teacher candidates’ competency in assessment. Instead, studies on assessment education have examined the impact of discrete assessment courses on preparing assessment literate teachers by measuring teacher candidates’ confidence in or knowledge of assessment. In general, these studies have indicated that teacher candidates are unprepared to effectively assess student learning and that assessment remains a significant gap in pre-service programmes (MacLellan, 2004; Mertler, 2004; Volante and Fazio, 2007). Further, assessment education courses have been criticized for being theory-laden and disconnected from teachers’ daily assessment practices (DeLuca and Klinger, 2010; Graham, 2005). These criticisms of assessment education are not surprising. Historically, there has been relatively little emphasis on issues of assessment in teacher education programs with a dearth of research to support curricular and pedagogical structures for effective assessment education (Stiggins, 1999, 2004; Popham, 2004). Accordingly, there is a need to establish a theoretical basis for assessment education that can be used to guide teaching and research into preparing assessment competent teachers (Brookhart, 2011). The purpose of this presentation is to examine historical and contemporary assessment standards to provide a theoretical foundation for teacher education in the area of assessment. Specifically, teacher assessment standards from six regions internationally are analyzed to understand shifts in the assessment landscape over time and across regions. Methodologically, fifteen assessment standards from the six regions (US, Canada, UK, Australia, New Zealand, and Europe) were identified systematically based on national assessment research consortia/associations/joint advisory committees and national teacher education associations. All documents were first coded by region and date of publication and subsequently inductively analyzed using standard thematic coding procedures (Patton, 2002). Results of the analysis revealed differences in assessment standards over time and geography. Eight contemporary themes were identified based on current standards documents. These themes yield a mapping of assessment content to inform the basis of teacher education curriculum. Specifically, they identify topics and standards for pre-service or in-service professional learning. Further implications on the sequencing of content and the development of assessment literate teachers are discussed along with requirements for future research in assessment education.
DeLuca, C. & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17, 419-438. Hollins, E. & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith and K. Zeichner (eds), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 477-548). Mahwah: Lawrence Erlbaum. Graham, P. (2005). Classroom-based assessment: changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21, 607-612. MacLellan, E. (2004). Initial knowledge states about assessment: Novice teachers' conceptualizations. Teaching and Teacher Education, 20, 523-535. Mertler, C. (2004). Secondary teachers' assessment literacy: Does classroom experience make a difference? American Secondary Education, 33(1), 49-64. Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications. Popham, W. J. (2004). Why assessment illiteracy is professional suicide. Educational Leadership, 62, 82–83. Stiggins, R. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18, 23-27. Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86, 22–27. Volante, L. & Fazio, X. (2007). Exploring teacher candidates’ assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education, 30, 749-770.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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