Preservice teacher performance assessment and novice teacher assessment literacy

Rogers, Audrey; Reagan, Emilie Mitescu; Ward, Chris

doi:10.1080/10476210.2020.1840544

Cited by 13 publications

(10 citation statements)

References 26 publications

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“…Our results are consistent with the broader literature on assessment literacy. For instance, "fitting WBA into clinical work" and "developing assessment expertise" approximate the four domains of opportunities, analysis, feedback and next steps identified in pre-service and novice teacher assessment literacy (Rogers et al, 2020). Additionally, assessment literacy frameworks emphasise the role of reflective practice in developing assessment literacy and the influence this has on teacher identity formation (Xu & Brown, 2016), which accord with the prominence of "learning by doing" and "learning from assessing" in our results.…”

Section: Discussionsupporting

confidence: 69%

“We’re all there to learn”: The experience of novice workplace-based assessors in anaesthesia training

Marshall

Castanelli²

2022

FoHPE

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Introduction: Workplace-based assessments (WBAs) are used in competency-based training programs to facilitate learning and inform decisions on trainees’ progression. Competency in assessing WBAs is generally assumed; how assessors develop these skills remains largely unknown. This study explored how novice assessors acquire WBA skills to generate insights to inform future faculty development. Methods: We conducted seven semi-structured interviews with provisional fellows, who are final-year trainees of the Australian and New Zealand College of Anaesthetists. Provisional fellows assess junior trainees as part of their preparation for consultant practice. We used constructivist grounded theory methods to analyse their experience of learning to perform WBAs. Results: Participants primarily learned WBA skills through experiential learning and self-reflection on their practice. They developed practical skills to accommodate WBA into clinical practice, including finding time to facilitate WBAs and selecting appropriate cases. Simultaneously, participants developed expertise in the critical aspects of the assessment, particularly learning to determine the standard required of trainees and improving their feedback skills. This learning engendered an increased appreciation of the purpose of WBA, helped participants develop their clinical expertise and prompted them to envision themselves in the consultant role. Participants felt underprepared for their assessor role and appreciated access to the “safety net” ongoing supervision provided. Conclusion: This study provides valuable insights into what is learned in becoming a WBA assessor and how it is learned. These insights could inform future faculty development initiatives to help improve graduating consultants’ development in this important area of consultant practice.

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Section: Discussionsupporting

confidence: 69%

“We’re all there to learn”: The experience of novice workplace-based assessors in anaesthesia training

Marshall

Castanelli²

2022

FoHPE

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“…Many factors influence language teachers' classroom assessment practices, including teaching beliefs, professional development opportunities, experience, and LAL (Cheng et al, 2004;Rea-Dickins, 2001;Yin, 2010). However, for the novice teachers who participated in this study, the main factor influencing their classroom assessment practices was their schools' policies and assessment systems, as Rogers et al (2020) found. It is essential to emphasize that the primary goal of classroom assessment is to gather evidence of student learning to make informed instructional decisions to enhance the teaching and learning process (Leung, 2005;López, 2010).…”

Section: Discussionmentioning

confidence: 66%

“…Several scholars have highlighted the importance of professional development to help teachers develop their LAL and acquire the skills needed to assess and enhance students' learning (e.g., Giraldo, 2018;Inbar-Lourie, 2008;Mohammadkhah et al, 2022;Tajeddin et al, 2022). Other factors that influence the classroom assessment practices of language teachers include the school's curriculum, culture, and climate (Rogers et al, 2020). In addition, teachers' workload, time constraints, and available resources also impact their classroom assessment practices (Wolf & López, 2022).…”

Section: Classroom Assessment Practicesmentioning

confidence: 99%

Examining the Assessment Practices of Foreign Language Novice Teachers

Cote Parra,

López

2024

Profile: Issues Teach. Prof. Dev.

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This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.

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“…There is a growing interest in pre-service teachers' judgments regarding performance assessments, very often embedded within assessment literacy and novice teacher learning (Rogers et al, 2022). The present study explored the reasoning structures that pre-service teachers use in assessment dilemma situations, as well as their interconnections with each other, whilst also exploring which implicit structures served as the backbone when being confronted with the tensions of performance assessment dilemmas.…”

Section: Discussionmentioning

confidence: 99%

Reasoning in classroom dilemma situations: how pre-service teachers judge performance assessment

Greiner,

Katstaller,

Oitner

2024

Front. Educ.

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This study examines pre-service teachers’ reasoning structures based on their beliefs in the context of school performance assessment. We used reflective writing to investigate pre-service teachers’ judgment and reasoning regarding different functions of performance assessment. Forty-five undergraduate pre-service teachers participated in our study. Using a mixed-method approach, we conducted categorial and reconstructive text analyses as well as exploratory statistical analyses to describe the participants’ reasoning structures. Such cognitive structures comprise potential solutions to the performance assessment dilemmas that teachers face in their everyday teaching practice. We found varying distributions of and relationships between (individual-, objective-, social-, and ability-related) reference norms (neutral, student-, and teacher-centered) reference perspectives as well as (causal-analytic, normative, descriptive, and effect-oriented) modes of argumentation. Our discussions related to future research activities on teachers’ reasoning structures in the classroom.

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Preservice teacher performance assessment and novice teacher assessment literacy

Cited by 13 publications

References 26 publications

“We’re all there to learn”: The experience of novice workplace-based assessors in anaesthesia training

“We’re all there to learn”: The experience of novice workplace-based assessors in anaesthesia training

Examining the Assessment Practices of Foreign Language Novice Teachers

Reasoning in classroom dilemma situations: how pre-service teachers judge performance assessment

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