Instructors' Enactment of Problem-Based Learning to Develop Preservice Teachers' Assessment Literacy

Abstract

This paper explores problem-based learning as a signature pedagogical approach to developing preservice teachers' assessment literacy. In teacher education programs, instructors are often challenged to engage preservice teachers in building pedagogical and assessment capacities that are essential for developing K-12 students' competencies. A cohort of instructors from an undergraduate assessment course were involved in a self-study, which enabled them to engage in ongoing, reflective inquiries into their enactment of PBL to develop preservice teachers' assessment literacy. Data sources include instructors' reflections, professional conversations, and meeting minutes. Implications of this self-study on future iterations of the design of the course, theoretical considerations, and pedagogical approaches that could be explored by other teacher preparation programs and instructors will be discussed.