A contextualized approach to teaching teachers about classroom-based assessment

Abstract

An approach to teaching assessment to prospective teachers that is congruent with current theories of learning as a process-in-context is described. The decontextualized nature of traditional assessment courses may contribute to the finding that teachers do not perceive the information learned in such courses to be relevant to their tasks as classroom teachers. We describe a model for teaching central assessment concepts and techniques in the context of teaching and planning for instruction. Excerpts from student self-evaluations show that the course as a whole helped students develop a complex notion of validity that they could use to develop their own valid classroom assessments. Further, they provide evidence that the contextualization of these concepts helped students to see assessment as an essential (and useful aspect of effective teaching.