Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries

Simple item page
dc.contributor.authorDeLuca, Christopheren_NZ
dc.contributor.authorWillis, Jillen_NZ
dc.contributor.authorCowie, Bronwenen_NZ
dc.contributor.authorHarrison, Christineen_NZ
dc.contributor.authorCoombs, Andrewen_NZ
dc.contributor.authorGibson, Andrewen_NZ
dc.contributor.authorTrask, Suzanne Adeleen_NZ
dc.date.accessioned2020-02-11T20:39:05Z
dc.date.available2019-11-26en_NZ
dc.date.available2020-02-11T20:39:05Z
dc.date.issued2019en_NZ
dc.description.abstractThere has been a global trend toward increased accountability and assessment in schools over the past several decades. Across policy and professional standards, teachers have been repeatedly called to integrate assessment throughout their practice to identify, monitor, support, evaluate, and report on student learning. This professional capacity to integrate and utilize assessment to effectively facilitate student learning has long been characterized as teachers' “assessment literacy,” or more recently “assessment competency,” and “assessment capability”. Concerningly, research indicates that teachers generally maintain low levels of assessment knowledge and skills, with beginning teachers particularly underprepared for assessment in schools. This persistent finding is unsurprising as researchers argue that assessment has historically been a neglected area of study in teacher education programs. However, with the rise of accountability mandates, assessment is beginning to occupy a more prominent and necessary role in pre-service preparatory programs. However, analyzing and situating assessment education in relation to broader conceptions of assessment literacy remains necessary in order to effectively promote the assessment capability of beginning teachers. Likewise, understanding how assessment education and assessment literacy are shaped by the complex dynamics and larger teacher education frameworks and how they contribute to teachers' developing professional identities is essential in constructing a more comprehensive view of teacher preparation within and for accountability-driven systems of education. This paper analyzes teacher education policies, programs, and practices aimed at supporting initial teacher learning in assessment across four country contexts: Australia, Canada, England, and New Zealand. Bernstein's (1999) codes of classification and framing provide an analytic discourse for examining the vertical and horizontal messages about assessment that shape teacher capability in this key area of professional practice. In drawing on policy and teacher education documents and qualitative data (i.e., interview and teacher reflections) from across each country context, the paper concludes with five consistent and interconnected findings about the complex landscape for teacher preparation in assessment.en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationDeLuca, C., Willis, J., Cowie, B., Harrison, C., Coombs, A., Gibson, A., & Trask, S. (2019). Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00132en
dc.identifier.doi10.3389/feduc.2019.00132en_NZ
dc.identifier.eissn2504-284Xen_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13425
dc.language.isoen
dc.publisherFrontiers
dc.relation.isPartOfFrontiers in Educationen_NZ
dc.rightsCopyright © 2019 DeLuca, Willis, Cowie, Harrison, Coombs, Gibson and Trask. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.subjectassessment literacy
dc.subjectassessment education
dc.subjectteacher education
dc.subjectassessment capability
dc.subjectpre-service teacher
dc.subjectclassroom assessment
dc.titlePolicies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countriesen_NZ
dc.typeJournal Article
pubs.elements-id250678
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2024 PBRF
pubs.organisational-group/Waikato/DEDU
pubs.organisational-group/Waikato/DEDU/2024 PBRF - DEDU
pubs.owner.emailbcowie@waikato.ac.nz
pubs.owner.nameCowie, Bronwen
pubs.publication-statusPublisheden_NZ
pubs.user.infoCowie, Bronwen (bcowie@waikato.ac.nz)
pubs.volume4en_NZ
uow.verification.statusunverified
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
pol, prog, prac.pdf
Size:
486.09 KB
Format:
Adobe Portable Document Format
Description:
Published version
Thumbnail Image
Name: pol, prog, prac.pdf
Size: 486.09 KB
Kind: Adobe PDF
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Research Commons Deposit Agreement 2017.pdf
Size:
188.11 KB
Format:
Adobe Portable Document Format
Description:
Name: Research Commons Deposit Agreement 2017.pdf
Size: 188.11 KB
Kind: Adobe PDF
Collections
Education Papers