On becoming assessment literate: An initial look at preservice teachers' beliefs and practices

Abstract

There has been considerable discussion recently about the level of assessment literacy among teachers. However, few studies have involved the collection of direct evidence from teachers. This study followed a group of elementary preservice teachers from just before their assessment course through the completion of student teaching. Data sources included a pre‐instruction assessment journal, a self‐reflection assessment journal kept during student teaching, copies of all assessments used while teaching, and an individualized semi‐structured interview at the completion of student teaching. The following areas of concern were noted: grading, particularly for report cards; dealing with difficult parents at conferences; dealing with the pressures of mandated standardized testing; and working with cooperating teachers whose assessment philosophies and practices differ from those of the student teachers. Variations of the assessment course are suggested through several possible arrangements: as part of a pre‐practicum, using case studies, using assessment modules, or involving a cooperating teacher as a collaborative partner.