In Enhancing Preservice Teachers’ Assessment Literacy: Focus on Knowledge Base, Conceptions of Assessment, and Teacher Learning

Abstract

Assessment has a critical and time-consuming role in the teaching profession. However, teachers generally possess low levels of assessment knowledge and skills, with their understanding more about the culturally and historically established summative compared to formative assessment. Therefore, developing assessment literacy in preservice teacher education (PsTE) is important. In the present study, a special study module of assessment was designed for PsTE to examine Finnish student teachers’ assessment literacy. Deductive and inductive content analyses of students’ (N = 168) written diaries were conducted applying a conceptual framework of teacher’s assessment literacy in practice (TALiP). Based on the results, the students’ assessment knowledge base and assessment conceptions were promisingly versatile and indicated a rich awareness of the broad nature of assessment. However, the key findings also suggest that assessment is not an easy topic for student teachers to discuss with peers. It can be concluded that even short PsTE assessment courses can enhance student teachers’ views of versatile pedagogical inputs and outputs of assessment.

Educational and labor migration in the new horizons of economic integration in the Eurasian Economic Union

“…In contrast to Agrati and Vinci (2022), Atjonen et al (2022), Santos-Hermosa and Atenas (2022), and Xu et al (2022), this research substantiates that educational and labor migration, unlike individual economies, has a specific, positive impact on economic growth in its social and investment model, implemented under conditions of economic integration. The best practices of the EAEU demonstrate that educational and labor migration does not lead to a brain drain but rather ensures overcoming personnel shortages where they can be observed and balancing the labor market.…”

“…According to this concept, human resources are the key -the most valuable and systemic factor of production in the economy (Santos-Hermosa and Atenas, 2022;Xu et al, 2022). In this regard, when managing labor migration, public authorities seek, on the one hand, to prevent the outflow of personnel from the economy, the socalled "brain drain" (Agrati and Vinci, 2022;Atjonen et al, 2022).…”

Teacher assessment literacy: a systematic review

“…Most of the studies were conducted in English-speaking countries (e.g., the US, Canada, Australia, and New Zealand), while only three studies were located in the European area (Herppich et al, 2018;Christoforidou and Kyriakides, 2021;Atjonen et al, 2022).…”

“…The sample size, in quantitative and comparative studies, ranges from a minimum of 26 participants (Beziat and Coleman, 2015) to a maximum of 746 (Coombs et al, 2022). With the exclusion of the study of Atjonen et al (2022) who collected data form 168 participants, generally, qualitative studies have a very reduced sample size (from 3 to 17 participants).…”

“…Although a large body of literature exists, the concept of assessment literacy remains, per se, a complex and contested concept, difficult to define. Furthermore, if persistent levels of assessment illiteracy continue to be pointed out by researchers within the pre-service and inservice contexts (Beziat and Coleman, 2015;DeLuca et al, 2016a;Christoforidou and Kyriakides, 2021;Atjonen et al, 2022), then how teachers adapt their assessment practice following institutional changes or policy requirements, or inedited instructional circumstances (such as those arouse during the COVID-19 pandemic period), represents a challenging research topic.…”