Investigation of Preservice Teachers' Classroom Assessment Practices During Student Teaching

Campbell, Cynthia; Evans, John A.

doi:10.1080/00220670009598729

Cited by 66 publications

(54 citation statements)

References 5 publications

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“…With limited time and an abundance of possible content to cover, curricular and instructional methodology is often given priority over assessment strategies in teacher education courses. As a consequence, preservice teachers inadequately understand the role of assessment in 1 Assistant Prof., Utah State University, spencer.clark@usu.edu 92 their instruction and student learning (Campbell & Evans, 2000;Heafner, 2004;Stiggins, 2002), and are often left to learn more about assessment from their school experiences (clinical experiences, student teaching, their first position, their own schooling) than in their teacher education coursework (Mertler & Campbell, 2005;Sigel & Wissehr, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Preservice teachers' school experiences can shape their perception of assessment and significantly impact their assessment decisions, as well as many other instructional decisions (Campbell & Evans, 2000;Heafner, 2004). Yet, all teachers retain some agency and make decisions that mediate the accepted practices of schools, or even the official curriculum comprised in texts and mandated curriculum (Apple, 1992).…”

Section: Introductionmentioning

confidence: 99%

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“My assessment didn’t seem real”: The Influence of Field Experiences on Preservice Teachers’ Agency and Assessment Literacy

Clark¹

2015

JSSER

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To date, there is little or no research that specifically examines assessment literacy in social studies education, or the relationship between preservice teachers assessment literacy and their thinking about their own agency. This article focuses on three preservice social studies teachers who demonstrated a high degree of assessment literacy in their lesson plans, by developing assessments that supported their purpose for teaching social studies and their instructional decisions. The preservice teachers' thinking about their assessment decisions in their field experience classrooms was examined through artifacts, interviews, and reflections. The preservice teachers' thinking demonstrated that their assessment literacy was distinct based upon their views of the teaching profession. The findings from this case study highlight the ways that the authoritative discourses of assessment can influence the agency of preservice teachers. The discussion of findings highlights several implications for social studies teacher education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“My assessment didn’t seem real”: The Influence of Field Experiences on Preservice Teachers’ Agency and Assessment Literacy

Clark¹

2015

JSSER

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“…Como hemos expuesto anteriormente, no se trata de reemplazar una visión de la evaluación por otra nueva, ni parece que baste con poseer los conocimientos teóricos necesarios (Campbell y Evans, 2000). Más bien, implica involucrar a los futuros maestros en la reflexión sobre sus propias creencias con el fin de ayudarles a evolucionar sustantivamente en sus conocimientos didácticos (Graham, 2005;Porlán et al, 2010;Vázquez-Alonso y Manassero-Mas, 2015;Wang et al, 2010).…”

Section: Conclusiones E Implicaciones Para La Formación Del Profesoradounclassified

Los cambios en las concepciones sobre evaluación en ciencias de futuros maestros de Primaria

2017

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En este trabajo se describe y analiza el cambio en las concepciones sobre la evaluación en Ciencias de la Naturaleza que experimentan estudiantes del Grado de Maestro de Educación Primaria en la Universidad de Sevilla, que participaron en un curso de formación inicial para aprender a enseñar ciencias en Primaria. Los 347 participantes se organizaron en 92 equipos distribuidos en cinco aulas dirigidas por cinco formadores distintos que compartían el mismo programa formativo. Se analizan las producciones escritas de evaluación elaboradas por estos equipos al inicio y al final del curso. Los resultados revelan que, mayoritariamente, hay un cambio en su conocimiento de la evaluación en las tres categorías estudiadas (sentido, instrumentos y contenido de la evaluación), aunque no se logra un predominio del enfoque formativo de la misma. Describimos los diferentes niveles de progresión sobre la evaluación que pueden servir de referencia en la formación inicial.

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“…Although notorious for being overly critical of teacher education, the NCTQ echoes a contention expressed by others (Campbell & Evans, 2000;MacLellan, 2004;Mertler, 2004;Volante & Fazio, 2007) who have concluded that new teachers overwhelmingly report they are unprepared for the demands of effective assessment, including how to construct, administer, and score assessments of students' learning.…”

mentioning

confidence: 98%

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Anderson

Mathys

Mills

2014

JCT

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The purpose of this study was to examine how 52 pre-service teachers (PSTs) assessed 7 th -grade students' learning of social studies lessons they planned and taught. The PSTs provided assessment artifacts on 312 students, along with explanations for how they assessed and graded each student. Of the 429 coded assessment explanations, 240 (56%) related directly to students' social studies achievement, 141 (33%) related to non-achievement factors, and 48 (11%) related to achievement factors not connected with social studies. Consistent with previous research on the assessment practices of in-service teachers, the pre-service teachers in this study used a combination of student achievement, effort, behavior, and ability to make their grading judgments. Assessment of student learning is taking a greater role in education today, and much of the burden for helping new teachers to improve their assessment practices will fall on teacher educators, who should integrate explicit coursework on assessment with authentic field experiences for PSTs to practice planning and teaching lessons, as well as assessing and grading students.

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Investigation of Preservice Teachers' Classroom Assessment Practices During Student Teaching

Cited by 66 publications

References 5 publications

“My assessment didn’t seem real”: The Influence of Field Experiences on Preservice Teachers’ Agency and Assessment Literacy

“My assessment didn’t seem real”: The Influence of Field Experiences on Preservice Teachers’ Agency and Assessment Literacy

Los cambios en las concepciones sobre evaluación en ciencias de futuros maestros de Primaria

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

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