Policies, Programs, and Practices: Exploring the Complex Dynamics of Assessment Education in Teacher Education Across Four Countries

Formative Decision-Making in Response to Primary Science Classroom Assessment: What to do Next?

“…Such decision-making can be supported by subject-specific assessment training, since teachers need both assessment literacy and subject knowledge to be able to consider and decide on appropriate next steps. Developing an appropriate classroom assessment language to articulate and share evidence, decisions and the effectiveness of future actions with colleagues could lead to more assessment capable teachers (DeLuca et al, 2019). Enabling teachers to be more explicit about their tacit decision-making, could support them to make more formative use of assessment information to support pupil learning.…”

“…Gardner et al (2010) assert that assessment should focus on improving learning, explaining why formative assessment became commonly known as "Assessment for Learning" (Assessment Reform Group, 1999). However, in practice, formative use of assessment information has been difficult to implement, with changes to teacher practice taking time and often skewed by current policy such as an increased focus across the world on using assessment for accountability (DeLuca et al, 2019). The difficulties encountered with implementation indicate that there is still a need for further research in this area, with the aim of finding manageable ways for teachers to make use of formative assessment in the classroom.…”

“…Assessment education is in a constant state of flux (DeLuca et al, 2019) as it responds to changes in assessment policy and emphasis. Significant changes have taken place in the last decade in England, with primary schools (for children aged 4-11) following a new statutory National Curriculum with assessment indicators presented as age-related expectations (Department for Education, 2013).…”

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

“…Based on international research evidence, the answer seems to be no. Assessment is not taught well enough in preservice teacher education (PsTE) in many countries, and either a lack of advanced courses or effective pedagogy on assessment is evident (Volante and Fazio, 2007;DeLuca et al, , 2019. observe that the limited preservice assessment education is theory-laden and disconnected from teachers' daily assessment practices.…”

“…Teachers generally have low levels of assessment knowledge and skills, with beginning teachers particularly underprepared for assessment in schools (Volante and Fazio, 2007;DeLuca et al, 2019). Difficulties with common assessment responsibilities, basic conceptions, and the purposes of assessment are reported (Mellati and Khademi, 2018).…”