The tensions of preparing pre-service teachers to be assessment capable and profession-ready

Charteris, Jennifer; Dargusch, Joanne

doi:10.1080/1359866x.2018.1469114

Cited by 30 publications

(14 citation statements)

References 22 publications

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“…Therefore, this study showed that students' responses toward Af L strategies influenced the success or failure of their assessment practices. This result confirms the results of previous studies (Elwood and Klenowski, 2002;Absolum et al, 2009;Jiang, 2015) which found that the influence of students on PST assessment practices was fundamental for effective Af L. Charteris and Dargusch (2018) also observed that students are crucial in shaping and reshaping PST assessment practices during the practicum.…”

Section: Practical-evaluative Dimension: Student Responsessupporting

confidence: 91%

Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

Alonzo

Davison

2021

Front. Educ.

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Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

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Section: Practical-evaluative Dimension: Student Responsessupporting

confidence: 91%

Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

Alonzo

Davison

2021

Front. Educ.

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“…Data from each context reveals assessment is learned in a variety of programs, many of them weakly classified, that is highly integrated with curriculum discipline knowledge and practical placements. While the categories of knowledge may appear highly integrated, the participant perspectives point to disjunctions between the aims of university courses and the experiences of pre-service teachers, teacher educators, and practicum mentors, which confirms previous research in this area (MacLellan, 2004;DeLuca and Klinger, 2010;DeLuca and Volante, 2016;Charteris and Dargusch, 2018). While differences in roles and perspectives are inevitable and necessary for situated understandings, the challenge comes when pre-service teachers receive mixed and contradictory messages about assessment, and they do not have theoretical and practical structures of reflection and reflexivity to effectively negotiate and prioritize their learning from across programmatic experiences.…”

Section: Learning Across Country Contextssupporting

confidence: 80%

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

et al. 2019

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“…As reported in the findings, assessment appeared challenging for some of the PSTs in the shorter MTeach PE program. The lower level of confidence regarding assessment of students' work, as opposed to planning, correlates with findings elsewhere (Carter, 2015;Charteris & Dargusch, 2018). This serves to remind to us to emphasise further this essential aspect of teaching.…”

Section: Assessmentsupporting

confidence: 75%

“…University ITE providers in Australia are required to moderate their TPA results with at least one other provider (AITSL, n.d.). However, given that moderation even within an ITE provider is problematic, engaging with other providers' contextual circumstances is likely to add to the complexity (Charteris & Dargusch, 2018;Schatzki, 2002;Tuytens & Devos, 2018).…”

Section: Contextmentioning

confidence: 99%

Implementing a Teaching Performance Assessment: An Australian Case Study

Buchanan¹,

Harb²,

Fitzgerald³

2020

AJTE

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This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA's contribution to final-year pre-service teachers' learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of 'teaching as telling' and to test surface-level quizknowledge to the exclusion of deeper, attitudinal learning outcomes.

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The tensions of preparing pre-service teachers to be assessment capable and profession-ready

Cited by 30 publications

References 22 publications

Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

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

Implementing a Teaching Performance Assessment: An Australian Case Study

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