Establishing a foundation for valid teacher judgement on student learning: the role of pre-service assessment education

DeLuca, Christopher; Chávez, Teresa Rodríguez; Cao, Chunhua

doi:10.1080/0969594x.2012.668870

Cited by 42 publications

(36 citation statements)

References 16 publications

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“…Consistent with previous studies (DeLuca and Klinger, 2010;Siegel and Wissehr, 2011;DeLuca et al, 2012;Hill et al, 2013) this study indicates that having a university course or courses focused on assessment was beneficial in terms of teacher candidate formative assessment learning. In particular, this study confirms the findings of Buck et al (2010) that making formative practices explicit to teacher candidates by using them in university classrooms served to mitigate the tendency to use more traditional assessments such as tests but goes further in demonstrating that these teacher candidates understood and advocated for involving students as partners in the assessment process.…”

Section: Discussionsupporting

confidence: 90%

“…In line with previous studies (DeLuca et al, 2012;Hill et al, 2013), having a classroom assessment course that teaches about such practices is important as well as intertwining formative assessment learning within other courses (Smith et al, 2014). Our participants confirmed that learning about including students in assessment by being included in it themselves in their university courses was helpful and, as evidenced, suggested that doing this more often in all courses would be helpful to their learning.…”

Section: Discussionsupporting

confidence: 89%

“…In a review of this literature (Hill and Eyers, 2016) four main influences were found: the teacher candidate conceptions that underpin such learning (for example, Brown, 2011;Brown and Remesal, 2012); the relationship between preservice assessment teaching and teacher candidate learning (for example, Buck et al, 2010;Siegel and Wissehr, 2011;DeLuca et al, 2012); the practical use by teacher candidates of assessment in classrooms during preparation (Graham, 2005;DeLuca and Klinger, 2010;Nolen et al, 2011; and others); and other factors such as personal dimensions (Eyers, 2014;Jiang, 2015), layered contexts (Nolen et al, 2011;Jiang, 2015) and broader policy and societal issues (Smith et al, 2014). Few, however, appear to have investigated how these aspects influence teacher candidates' assessment learning in relation to beliefs and formative practices that encourage student self-regulation.…”

Section: Previous Studies Regarding Teacher Preparation For Assessmentmentioning

confidence: 99%

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Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers

2017

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Research over several years has found that "effective learners tend to monitor and regulate their own learning and, as a result, learn more and have greater academic success in school" (Andrade, 2010, p. 90). In New Zealand primary schools, the primary purpose of assessment and evaluation is to improve students' learning and teachers' teaching as both respond to the information it provides. To bring this purpose to fruition, teachers need to be educated to facilitate genuine engagement by learners in assessment processes; known in New Zealand as having assessment capability. In this study, we investigated to what extent, and how, teacher candidates learn to involve their students in formative assessment of their own work. Participants were a cohort of undergraduate, elementary school teacher candidates in a 3-year undergraduate program taught across three campuses at one university in New Zealand. Surveys and interviews were used to investigate assessment capability. Although the survey results suggested the teacher candidates may be developing such capability, the interviews indicated that assessment capability was indeed an outcome of the program. Our findings demonstrate that these teacher candidates understood the reasons for involving their students and are beginning to develop the capability to teach and use assessment in these ways. However, developing assessment capability was not straight forward, and the findings demonstrate that more could have been done to assist the teacher candidates in seeing and understanding how to implement such practices. Our data indicate that a productive approach would be to partner teacher candidates with assessment capable teachers and with university lecturers who likewise support and involve the teacher candidates in goal setting and monitoring their own learning to teach.Keywords: formative assessment, assessment literacy, assessment capability, teacher candidates, student involvement in assessment inTrODUcTiOn In New Zealand elementary schools, the primary purpose of assessment is to improve students' learning and teachers' teaching. To bring this purpose to fruition, teachers need to be educated to facilitate genuine engagement by learners in assessment processes, known in New Zealand as having assessment capability. Following a contextual introduction to assessment purposes and structures in New Zealand elementary education, this article provides an introduction to the place of formative assessment in bringing forth self-regulation. Next, an argument for increasing the assessment capability of teacher candidates grounded in the relationship between assessment and teaching is made to set the scene for the investigation of teacher candidates' preparedness to involve their students in classroom assessment processes. The neW ZealanD cOnTeXTUnlike many other Western education jurisdictions where standardized, state and national tests, or assessments are required throughout schooling, there are no compulsory tests in New Zealand elementary schools. Instead, accountability...

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 89%

Section: Previous Studies Regarding Teacher Preparation For Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers

2017

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“…The first theme mainly focused on teachers' conceptions of assessment (CoA) purposes (e.g., Winterbottom et al, 2008;Deluca and Klinger, 2010;Brown and Remesal, 2012;Chen and Brown, 2013;Deluca et al, 2013a). For instance, using the Teachers' Conceptions of Assessment (TCoA) inventory for a cross-cultural comparison between pre-service teachers in New Zealand and in Spain, Brown and Remesal (2012) established a model for pre-service teachers' CoA, which comprises five different assessment purposes.…”

Section: Literature Reviewmentioning

confidence: 99%

How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy

2019

Front. Educ.

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Practicum poses great challenges for pre-service teachers who learn to assess because their conceptions of assessment (CoAs) may undergo dramatic changes. This multiple-case study reports on how three pre-service teachers' CoA changed over practicum at a primary school in China. Findings show that pre-service teachers' CoAs have experienced a rapid change from a superficial perception of assessment for academic achievement and moral character development to a more comprehensive understanding of varied assessment purposes, constructs in assessment criteria, feedback, fairness in classroom assessment, and students' involvement in and engagement with assessment. A range of factors are found to have exerted varying degrees of influence on these conception changes, such as personal factor (i.e., agency in assessment), experiential factors [i.e., school-based assessment practices, interactions with students, and (anti-)apprenticeship of observation about assessment], and contextual factors (i.e., mentoring, classroom reality, school assessment culture, and national assessment policy). These findings are discussed in terms of how these changes are diverse but limited, as well as how the mediating factors have exerted differentiated influences in positive or negative ways. This paper concludes with implications for research on teachers' CoAs and professional development for assessment literacy.

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“…This methodology is commonly used in previous studies on pre-service teachers or teachers' conceptions of assessments (Brown, Harris, and Harnett 2012;DeLuca, Chavez, and Cao 2013;Segers and Tillema 2011). The questionnaire consists of 20 items reflecting 4 constructs (AFL, AAL, AOF, and ACC).…”

Section: Methodsmentioning

confidence: 99%

Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment

Lin

2014

International Journal of Inclusive Education

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To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model, consisting of four concepts of assessment for, as, of learning as well as accommodations and modifications, was built to compare with questionnaire responses from a group of Canadian teacher candidates (n ¼ 295). Our data yielded five factors: (1) beliefs about accommodations and modifications for students with diverse needs (ACC), (2) assessment of learning, (3) assessment as learning, (4) misconceptions of inclusive assessment, and (5) negative beliefs about assessment for learning (NAFL). Contrary to expectations, assessment concepts are not fully interrelated with each other in teacher candidates' belief systems. In addition, participating teacher candidates may have some misconceptions about inclusive assessments given that they possessed positive beliefs towards them. The implications for teacher education programmes and professional development were also discussed in this study.

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Establishing a foundation for valid teacher judgement on student learning: the role of pre-service assessment education

Cited by 42 publications

References 16 publications

Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers

Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers

How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy

Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment

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